•- 


fjo 


DEF 


No. 


LANGUAGE 


THROUGH 


NATURE,   LITERATURE, 
AND  ART 


THE  MATTERHORN 


From  a  Swiss  pnutograph 


LANGUAGE 


THROUGH 


NATURE,  LITERATURE,  AND 

ART 


By  H.  AVLS   PERDUE,  of  the 

Keith  School,   Chicago ;   and 

SARAH  E.  GRISWOLD, 

of  the  Chicago  Normal 
School,    Chicago 


Chicago 
New  York          London 


RAND,  MCNALLY  &  COMPANY 


Copyright,  iqoz, 
By  RAND,  MCNALLY  &  COMPANY 


EDUCATION 


AN   INTRODUCTION 

r  I  ^HE  first  purpose  of  this  book  is  to  suggest  subject-matter 

of  genuine  interest  to   children,  and  which  of  itself 

is  worth  while.     A  second  purpose  is  to  indicate  such 

treatment  of  the  subject-matter  that  the  language  used  in 

the  lessons  will  be  the  expression  of  real  thought,  and  the 

formation  of  correct  habits  a  natural  result. 

No  claim  is  made  to  originality  in  subject-matter,  but  an 
effort  has  been  made  to  select  material  which  is  suited  to  the 
changing  conditions  of  the  seasons  and  common  to  many 
localities. 

Related  lessons  have  been  arranged  in  groups  so  as  to 
arouse  an  interest  in  many  phases  of  the  subject  and  to 
broaden  the  child's  experience.  This  grouping  also  demands 
natural  repetition  of  vocabulary  and  consequent  familiarity 
with  its  form.  While  lessons  on  nature  study,  stories,  poems, 
and  pictures  have  been  so  grouped,  it  has  been  the  aim  to 
treat  each  of  these  so  that  it  would  make  its  own  legitimate 
appeal,  and  the  peculiar  value  of  each  experience  be  gained 
by  the  children. 

In  developing  each  subject,  many  topics  have  been  pre- 
sented to  meet  varying  conditions  and  interests.  It  is  not 
expected  that  one  pupil  or  class  will  necessarily  follow  all  the 
lines  indicated,  but  that  those  will  be  selected  which  appeal 
to  past  experience  or  which  stimulate  to  further  activity.  In 
some  cases  " Suggested  Work"  has  been  outlined  to  point  out 
possibilities  of  additional  work  for  pupils  or  classes  beyond 


An   Introduction 


the  average  in  power,  or  to  enable  pupils  to  do  more  work  in 
the  subject  without  the  teacher's  direction.  If  such  work  is 
done,  a  report  to  the  class  wrill  be  interesting  and  valuable. 

The  purpose  in  calling  for  seat-work,  such  as  cutting  or 
drawing,  in  connection  with  some  of  the  lessons,  is  to  lead  the 
class  to  review  or  think  over  the  experiences  more  definitely, 
thus  preparing  for  better  language  expression. 

It  is  believed  that  the  best  results  in  oral  expression  come 
rather  from  a  correct  use  of  language  than  from  learning  defi- 
nitions and  rules.  For  this  reason  the  questions  and  direc- 
tions have  been  framed  not  only  to  stimulate  thought,  but  to 
call  for  a  full  language  response,  thus  giving  an  opportunity 
for  the  correction  of  errors  and  for  training  in  right  usage. 
Laws  or  rules  governing  uses  of  forms  have  been  stated  only 
after  the  children  have  had  experiences  that  make  those  laws 
understood  and  when  such  statements  might  lead  to  care  in 
further  use  of  the  same  forms.  The  necessity  for  repetition 
in  the  formation  of  habits  has  been  recognized  and  care  taken 
to  provide  frequent  opportunities  for  practice. 

There  is  a  well  defined  movement  in  favor  of  teaching 
form  as  an  instrument  of  thought  rather  than  as  a  thing  of 
importance  in  itself.  It  is  hoped  that  the  material  and  sug- 
gestions in  the  following  pages  will  be  in  accord  with  this 
movement. 

The  selections  from  Frank  Dempster  Sherman,  Henry  W. 
Longfellow,  Celia  Thaxter,  John  Burroughs,  James  Russell 
Lowell,  and  Edith  M.  Thomas  are  used  by  permission  of,  and 
special  arrangement  with,  Houghton,  Mifrlin  &  Company,  pub- 
lishers of  the  works  of  the  authors  named.  For  the  use  of 
other  valuable  copyrighted  matter,  thanks  are  extended  to 
Little,  Brown  &  Company,  D.  Appleton  &  Company,  The 
Bowen-Merrill  Company,  and  Mary  Catherine  Judd. 

H.  A.  P. 

May  25,  1902.  S.  E.  G. 


THE  TABLE  OF  CONTENTS 


PAGE 

An  Introduction 5 

A  List  of  the  Plates .     •     •  12 

Lesson    i.     Vacation  Song     ..........     Frank  Dempster  Sherman  15 

Lesson    2.     Things    to    Remember    When 

Writing .,    .  17 

Lesson   3.     September. Helen  Hunt  Jackson  .     .     .  20- 

Lesson    4.     Autumn . 22 

Lesson  5.     A  Weather  Record '••••„•     •     -     •     •     •     •  23 

Lesson    6.     Why  the  Ears  of  Wheat  are  Small : 

A  German  Folklore  Tale .24 

Lesson    7.     Wheat .     .     . "  *     ,     .  - 26 

Lesson    8.     The  Little  Red  Hen .     .    '.     .  H'     .  27 

Lesson    g.     A  Picture  Study ...;..  30 

Lesson  10.     The  Story  of  a  Great  Artist : 

Jean  Francois  Millet ...     .     .     .\.     .  30 

Lesson  n.     Corn "........  33 

Lesson  12.     Mondamin .     Henry  W.  Longfelloiv  .     .  34 

Lesson  ij.     Plants 37 

Lesson  14.     Talking  in  Their  Sleep    .     .     .     Edith  M.  Thomas  ....  38 

Lesson  15.     Monthly  Summary        .....  40 

Lesson  16.     Seeds .     .     .     .     .     ...  40 

Lesson  77.     The  Scattering  of  Seeds 41 

Lesson  18.     How  the  Leaves  Came  Down    .     Susan  Coolidge      .     .     .     .  42 

Lesson  19.     Contractions 45 

Lesson  20.     Observation  of  Trees ,  .     .     .     .     .  46 

Lesson  21,     The  Ant  and  the  Grasshopper  : 

A  Fable 47 

Lesson  22.     Insects 48 

Lesson  23.     The  Sandpiper Celia  Thaxter 49 

Lesson  24.     Birds 51 

(7) 


Language    Through  Natitre 


PAGE 

Lesson  23.  Hiawatha's  Friends  ....  Henry  W.  Longfellow  .  .  53 

Lesson  26.  A  Boy's  Song  .  James  Hogg 54 

Lesson  2j.  Country  Experiences 56 

Lesson  28.  Squirrels 57 

Lesson  29.  Edwin  Landseer 58 

Lesson  jo.  The  Market 60 

Lesson  31.  Parts  of  Plants  Used  as  Food 61 

Lesson  32.  How  Vegetables  are  Brought 

to  Market  ....  62 

Lesson  33.  Storing  Fruits  for  Winter  .  .  John  Burroughs  ....  62 

Lesson  34.  The  Farm  in  Autumn  .  .  .  .  Lydia  A.  Coon  ley  .  t.  .  .  64 

Lesson  35.  A  Picture  Study 66 

Lesson  36.  A  Famous  Dutch  Painter : 

Anton  Mauve 66 

Lesson  37.  Summary  of  Weather  Records 70 

Lesson  38.  Evaporation  of  Water 70 

Lesson  39.  The  Cloud Percy  By s she  Shelley  .  .  71 

Lesson  40.  Condensation  of  Moisture 72 

Lesson  41,  The  Rainbow  Fairies  ....  Lizzie  M.  Hadley  ....  73 

Lesson  42.  Uses  of  Steam 75 

Lesson  43.  The  Frost Hannah  F.  Gould  ....  77 

Lesson  44.  How  Frost  is  Formed 79 

Lesson  45.  Preparing  for  Winter So 

Lesson  46.  Wool 81 

Lesson  47.  The  Coat  That  Jack  Wears  .  .  Charlotte  Perkins  ...  83 

Lesson  48.  Weaving 85 

Lesson  49.  Woven  Pictures 87 

Lesson  jo.  Arachne 88 

Lesson  51.  Hiawatha's  Hunting  ....  Henry  IV.  Longfellow  .  .  91 

Lesson  52.  Uses  of  Coverings  of  Animals 92 

Lesson  53.  The  Landing  of  the  Pilgrims  .  Mrs.  Felicia  Hemans  .  .  93 

Lesson  54.  A  Picture  Study 94 

Lesson  55.  George  H.  Boughton 94 

Lessoned.  A  Letter 97 

Lesson  37.  Thanksgiving  Day 97 

Lesson  58.  Summary  of  Weather  Records 97 


Literature  and  Art 


PAGE 

Lesson  59.  The  Story  of  the  Wood  .     .     .     Frank  L.  Stanton  ....  98 

Lesson  60.     Modes  of  Heating ."     .  100 

Lesson  61.     A  Wood  Fire .     .  101 

Lesson  62.     Coal ;    .  101 

Lesson  63.     Other  Uses  of  Coal 102 

Lesson  64.     Light .     .     .  103 

Lesson  63.     Lighthouses 103 

Lesson  66.     Ways  of  Lighting  Dwellings  .    ' 4     .     .  104 

Lesson  67.     Winter  Song Emily  Huntington  Miller  .  105 

Lesson  68.     Snowflakes Adapted  from    Arabella 

Buckley 107 

Lesson  69.     A  Wonderful  Weaver     .     .     .     George  Cooper 109 

Lesson  70.     A  Picture  Study no 

Lesson  71.     Svend  Svendsen 112 

Lesson  72.     Ice 115 

Lesson  73.     Up  and  Down George  Macdonald     .     .     .  116 

Lesson  74.     The  First  Christmas  Day 117 

Lesson  75.  The  First  Christmas  Tree  .     .     Adapted  from  Henry  van 

Dyke 1 20 

Lesson  76.     The  Gift-Bearer 122 

Lesson  77.     Another  Gift-Bearer 123 

Lesson  78.     The  New  Year Alfred  Lord  Tennyson  .     .  125 

Lesson  79.  Review  of  Things  to  Remem- 
ber When  Writing 126 

Lesson  80.     The  Seasons .          .127 

Lesson  Si.     Telling  Time .  128 

Lesson  82.     The  Clock 132 

Lesson  83.     Aurora:  A  Greek  Story 132 

Lesson  84.     A  Picture  Study 133 

Lesson  85.     Guido  Reni 134 

Lesson  86.  Hiawatha's  Sailing     ....     Henry  W.  Longfellow  .     .  136 

Lesson  87.     Ways  of  Traveling 139 

Lesson  88.     Some  Animals  Used  in  Traveling 140 

Lesson  89.     A  Useful  Animal 141 

Lesson  90.     A  Picture  Study .142 

Lesson  91.     Dagnan-Bouveret 142 


10 


Language    Through  Nature 


Lesson    92.  Monthly  Summary 144 

Lesson    93.  The  Village  Blacksmith     .     .     .     Henry  IV.  Longfellow  .  145 

Lesson    94.  The  Blacksmith's  Work 148 

Lesson    95.  Iron 148 

Lesson    96.  Uses  of  Iron 149 

Lesson    97.  Vulcan  the  Smith 150 

Lesson    98.  Precious  Metals 152 

Lesson    99.  Other  Metals 152 

Lesson  100.  The  Golden  Touch 153 

Lesson  101.  Abraham  Lincoln 155 

Lesson  102.  Brick 159 

Lesson  loj.  Stone 160 

Less on  104.  Preparation  of  Stone  for  Building 161 

Lesson  ioj.  A  Picture  Study 162 

Lesson  106.  Michael  Angelo  Buonarotti 162 

Lesson  107.  George  Washington 166 

Lesson  108.  Red  Riding  Hood John  G.  Whit  tier  .     .     .  167 

Lesson  109.  A  Thrifty  Blue  Jay  .     ....    John  Burroughs    .     .     .  170 

Lesson  no.  Henry  Wadsworth  Longfellow '. 171 

Lesson  in.  Monthly  Summary 173 

Lesson  112.  Hiawatha's  Home Henry  W.  Longfellow  .  174 

Lesson  nj.  Woods  and  Their  Uses 176 

Lesson  114.  Preparation  of  Wood  for  Use 177 

Lesson  115.  Ventilation 179 

Lesson  116.  The  Wind's  Work 179 

Lesson  7/7.  The  Foolish  Weather-Vane 180 

Lesson  118.  The  Four  Winds Henry  W.  Longfellow  .  183 

Lesson  119.  The  Weather 186 

Lesson  120.  The  Sun  and  the  Wind 187 

Lesson  121.  A  Picture  Study 188 

Lesson  122.  Paul  Joseph  Constantine  Gabriel •    .     .  190 

Lesson  123.  A  Laughing  Chorus 191 

Lesson  124.  Monthly  Summary 193 

Lesson  125.  Wild  Geese Celia  Thaxter   ....  194 

Lesson  126.  Uses  of  Sap 196 

Lesson  127.  Buds 197 


Literature  and  Art 


IT 


PAGE 

Lesson  128.     The  Tree Bjornstjerne  Martinius 

Bjornson   .     ....     198 

Lesson  129.     Spring  Flowers .     199 

Lesson  130.     Birds        200 

Lesson  fji.     The  Lesson  in  Nest-Building 201 

Lesson  132.     Insect  Life 203 

Lesson  133.     Bees John  Burroughs    ...     204 

Lesson  134.     Blossoms  and  Bees 207 

Lesson  135.     King  Solomon  and  the  Bee 207 

Lesson  136.     Spring  Work  on  the  Farm 209 

Lesson  137.     A  Picture  Study 210 

Lesson  138.     Spring 212 

Lessoning.     Cotton      .     .' 213 

Lesson  140.     Seeds .-.-.».     214 

Lesson  141.     Gardens 214 

Lesson  142.     The  Story  of  a  Seed George  Macdonald    .     .     215 

Lesson  143.     Farm  Animals 217 

Lesson  144.     Farm  Products 219 

Lesson  145.     Roads 

Lesson  146.     A  Picture  Study 

Lesson  147.  The  Boy  and  the  River:  A  Fable 

Lesson  148.     Rain  in  Summer 

Lesson  149.     Water  Supply 

Lesson  150.     June  Days 

Lesson  151.  The  Gladness  of  Nature    .     .     . 

Lesson  152.     A  Picture  Study 

Lesson  153.     Jean  Baptiste  Camille  Corot .     .... 

Lesson  154.  The  Voices  of  Nature  :  A  Myth 

of  Finland Mary  Catherine  Judd 


Henry  W.  Longfellow  . 

James  Russell  Lowell   . 
William  Cull  en  Bryant 


220 
220 

222 

223 

226 
227 
229 
230 

232 

234 


A  Pronouncing  Index 238 


A  LIST  OF  THE  PLATES 

I  PAGE 

THE  MATTERHORN    .     .     .         Frontispiece 

From  a  Swiss  photograph. 

THE  MURMURING  BROOK 14 

The  North  Fork  of  the  Blackwater. 

THE  GLEANERS 31 

From  a  painting  by  Jean  Francois  Millet, 

THE  LONELY  ROAD 67 

From  a  painting  by  Anton  Mauve. 

THE  PILGRIMS 95 

From  a  painting  by  George  H.  Boughton. 

A  WINTER  SUNRISE in 

From  a  painting  by  Svend  Svendsen. 

AT  THE  WATERING  TROUGH 143 

From  a  painting  by  Pascal  A.  Dagnan-Bouveret. 

THE  YOUNG  SCULPTOR • 163 

From  a  sculpture  by  Michael  Angela  Buonarotti. 

THE  WINDMILL 189 

From  a  painting  by  Paul  J.  C.  Gabriel. 

THE  SOWER 211 

From  a  painting  by  Jean  Francois  Millet. 

A  WOMAN  CHURNING 221 

From  a  painting  by  Jean  Francois  Millet. 

LANDSCAPE 231 

From  a  painting  by  Jean  B.  Camille  Corot. 


(12) 


from 

tn^0  tongues 
in  ttr««0,  frook*  in  the 
running  brook*, 
nton*  in 
in 


THE  MURMURING  BROOK 


From  a  pliotograph 


LANGUAGE 

THROUGH  NATURE,  LITERATURE, 

AND  ART 


Lesson  i 
VACATION  SONG 

WHEN  study  and  school  are  over, 
How  jolly  it  is  to  be  free, 
Away  in  the  fields  of  clover, 

The  honey-sweet  haunts  of  the  bee! 

Away  in  the  woods  to  ramble, 
Where,  merrily  all  day  long, 

The  birds  in  the  bush  and  bramble 
Are  filling  the  summer  with  song. 

Away  in  the  dewy  valley 

To  follow  the  murmuring  brook, 
Or  sit  on  its  bank  and  dally 

Awhile  with  a  line  and  a  hook. 
(/jr) 


Through  Nature 


Away  from  the  stir  and  bustle, 

The  noise  of  the  town  left  behind  : 

Vacation  for  sport  and  muscle, 
The  winter  for  study  and  mind. 

There's  never  a  need  to  worry, 
There's  never  a  lesson  to  learn, 

There's  never  a  bell  to  hurry, 
There's  never  a  duty  to  spurn. 

So  play  till  the  face  grows  ruddy 

And  muscles  grow  bigger,  and  then 

Go  back  to  the  books  and  study  ; 
We'll  find  it  as  pleasant  again. 

—  Frank  Dempster  Sherman. 

Here  we  are  at  school  again  after  a  vacation. 
Let  us  hear  what  you  have  been  doing. 
Where  did  you  spend  your  vacation  ? 

Tell  about  the  work  that  you  did  and  the  games  that  you 
played. 

Describe  the  game  you  liked  best. 

If  you  went  away  from  home,  give  an  account  of  your  trip. 

Where  did  you  go  ? 

How  did  you  travel? 

Who  went  with  you  ? 

Tell  about  the  most  interesting  thing  you  saw. 

Make  a  picture  showing  which  of  the  things  mentioned  in  the 
poem  you  would  most  like  to  do. 


Literature  and  Art  77 


Lesson  2 

THINGS  TO   REMEMBER  WHEN  WRITING 

Every  sentence  should  begin  with  a  capital  letter. 

Names  of  months  and  days  of  the  week  should  begin  with 
capital  letters. 

Every  statement  should  end  with  a  period. 

Every  question  should  end  with  a  question  mark. 

When  writing  we  sometimes  wish  to  shorten  words.  We 
write  Sept.  for  September,  Tues.  for  Tuesday,  111.  for  Illinois. 
A  word  so  shortened  is  called  an  abbreviation. 

Every  abbreviation  should  be  followed  by  a  period. 

ABBREVIATIONS 

Here  are  some  of  the  most  common  abbreviations.  You 
will  often  need  to  use  them  when  writing. 

Jan.  for  January.  (no  abbreviation]  July. 

Feb.    "     February.  Aug.  for  August. 

Mar.   "     March.  Sept.  "     September. 

Apr.    "     April.  Oct.     "     October. 

(no  abbreviation)  May.  Nov.    "     November. 

June.  Dec.    "     December. 

Mon.  for  Monday.  Thurs.  for  Thursday. 

Tues.  "   Tuesday.  Fri.         "    Friday. 

Wed.  "   Wednesday.  Sat.         "    Saturday. 

Sun.  for  Sunday. 

Av.  for  Avenue.  Mr.    for  Mister. 

Co.    "     County,  or  Company.  Mrs.    "    Mistress. 

Dr.    "     Doctor.  St.       "    Street. 
I 


i8  Language    Through  Nature 


.io,  iqoi. 


3  W\il  tfilt'lpU,  oJxMAt  TTXAJ, 

a/rui  juuJuxt  3    did,  i/ru  Lt.    CU  Ac-cm,  cu>  A&fu>ot 
^lo^jejdL  rrxAj,  AA^UA,  arrtcL  3  LttL  Gfuuejouax^  a/rudL  OLlXj^u 

OL  ^Axyil  OUTUCL     j\llCLACUTuL     JJbUJO,     OAAAAHjdL     aJL    QUA/ 


cTjuM, 


OL     aAcjt    arut.    cuM,  ca\x 


ojrudL  q^tujru^  IAJO6,  cu  wruAjxxAdL  ojnjdL  CUAJL6 
AxxmJL  i>-tuJ\jL6. 

CjAOjTudL|jOLt^^  lui>6   a   ioJLCJJt  iKXAna,  \jXXAjdL. 

3n,  It  tluAJL  16  OL  rruu/KlrruA/\|  KouAjt,a  jmvru-^Allr 
amjcL  o^AamjaAAj.  a/rui  OL  IKD^  Wurt.     cJfuL  lo|jL  o| 

jJxJL    JK1A/YL    JX-otdU)    tluAJt/U    tcTU)    ot  luoiru.      (JIuAJL 

OJUL  tlxiAln|  ^JloLfJb  |o\,l\j^\A^  ojn,dL  jtx>u^)  a/rudL  JLfuAjt 
IA  OL  ^JxcjdL  tkaJL  w\lL  JxotcL  CL  JiA^rruiAicl  AJ\£jtja., 


J\CLcL  IUTUL  AidLt6    era 


uxn|  OL  >Ax>urrL  AonJ  AAXATiuj    ou 

|xrx-tjL^AjuA,,  Jcocut,  £jOLux^Kt  IL  o/yudL  O^OAM, 

TUJLJOJX. 


Literature  and  Art  79 


o/ncL  3  JuxdL  |ud&  cut  thjt  |nA/m,. 
3  KoudL  a  dloa  wK&Ui  n_a/mx  uxu>  Gjuajutn|  a/rui  OL 
jtaJLuAx^ui  Tuxrrra  HKL6  RajjaA,  a/nd  GL  Amj^ur-urfxit^ 
Jwri  UWL  ^alijtcL  ^JJWA,.  J^A^UA,  luaudL  IUK?  littlt 
Txa/nrujdL  TfUjdjaiL  a/rudL  C|x>tdA|. 

OTUL  uMjeA  AAH,  uM/nL  £ja^na|wruj  JUTX, 
on  tKjt  ^JxcnjL  at  OL  ImjuJ^ud;  littln  ictfet, 
"Ult  ^Jbijal    JUTL  tlu/  fctnaJU   IHA!   £jao4idL  arrLcL 

oul  oj,  dLcxyU).    \JJjL  j^cuu,cjfOL  |LJx  LTL  tfu/ 
a/n_dL  IjAixlijdL  tfwrrt  cro^A,  tfu,  Ixct 

ayrxjcL   JtovrL  a/rLcL 

cjxxxl  .     Qt  rtLolUL  XAR  AaJL  oAXMxrrLcL  tfu  |iAt 
Lolxl  Ato\AJL6  a/rul 
tumx  to-  cjo-  to-  alitjx. 

\UjL  raxct  CL 
JtlxaJL  ru/xL  \JJLCUL  AAH,  jen/a,  cja  a£pcu/rt 


XJ.OUJL 

DcrrialcL 

The  line  that  tells  where  the  letter  was  written  is  called 
the  heading. 

The  line  that  tells  when  the  letter  was  written  gives  the 
date. 

The  line  that  tells  to  whom  the  letter  was  written  is 
called  the  salutation. 


2o  Language    Through  Nature 

The  line  that  says  good-bye  is  called  the  ending. 
The  name  of  the  writer  is  called  the  signature. 

Read  the  ending  of  the  letter  and  the  signature. 
What  is  told  in  the  body  of  this  letter  ? 

Study  tJie  punctuation  and  arrangement  of  the  heading,  date, 
salutation,  ending,  and  signature  of  this  letter. 

Notice  ^cvhere  the  first  sentence  of  the  body  of  the  letter  begins. 

Write  a  letter  to  your  teacher  telling  about  something  that  you 
enjoyed  during  your  vacation. 

Arrange  the  ending  and  signature  of  your  letter  carefully. 

Use  the  letter  on  page  18  for  a  model  in  form. 

Lesson  3 

SEPTEMBER 

r  I  ^HE  golden-rod  is  yellow; 

JL       The  corn  is  turning  brown ; 
The  trees  in  apple  orchards 

With  fruit  are  bending  down. 

The  gentian's  bluest  fringes 

Are  curling  in  the  sun ; 
In  dusty  pods  the,  milkweed 

Its  hidden  silk  has  spun. 

The  sedges  flaunt  their  harvest, 
In  many  a  meadow  nook; 

And  asters  by  the  brook-side 
Make  asters  in  the  brook. 


Literature  and  Art  21 

From  dewy  lanes  at  morning 
The  grapes'  sweet  odors  rise; 

At  noon  the  roads  all  flutter 
With  yellow  butterflies. 


^          Wit 

V 


By  all  these  lovely  tokens 
September  days  are  here, 

With  summer's  best  of  weather, 
And  autumn's  best  of  cheer. 


—  Helen  Hunt  Jackson. 


What  flowers  are  mentioned  in  the  poem  ?     If  you  have 
seen  any  of  these  flowers  growing,  tell  when  and  where. 

Name  the  places  that  you  think  of  when  you  read  the  first 
stanza  of  the  poem  called  "  September." 

Describe  the  milkweed  pod,  and  tell  what  it  contains. 

What  is  the  "  hidden  silk  "  of  the  milkweed  ? 

What  are  "  sedges,"  and  what  is  "  their  harvest "  ? 

How   do   "  asters   by   the   brook-side  make  asters  in  the 
brook"? 

Tell  what  fruit  grew  in  or  near  the  lane  described  in  the 
fourth  stanza.     When  do  fruits  have  sweet  odors  ? 

Tell  when  butterflies  are  seen,  and  where. 

Name  all  the  "  lovely  tokens  "  that  tell  of  September  days. 
If  you  like  this  description  of  autumn,  you  may  tell  why. 

Learn  the  poem. 

Make  a  picture  to  illustrate  the  first  stanza. 


22 


Language    Through  Nature 


Lesson  4 
AUTUMN 

What  season  of  the  year  begins  with  September  ? 

What  can  you  tell  about  September  weather? 

What  are  the  birds  doing  at  this  time  of  year  ? 

Mention  some  insects  that  you  have  noticed  in 
this  month,  and  tell  what  they  were  doing. 

Name  and  describe  any  wild  flower  that  you 
know  blooms  in  September. 

Tell  what  you  find  on  many  plants  where  the 
flowers  have  been. 

Describe  any  tree  or  plant  that  you  have  seen 
loaded  with  fruit. 

If  you  have  ever  gathered  nuts,  apples,  wild 
grapes,  or  any  autumn  fruit,  you  may  tell  about  it. 

Bring  specimens  of  fruits  and  seed-pods  to  school. 

Make  a  picture  showing  where  they  grew. 

Write  a  letter  to  your  teacher  about  the  games  that 
you  and  your  friends  play  in  September.  Tell  which 
game  you  like  best,  and  why. 

Be  careful  about  the  arrangement  and  punctuation 
of  the  heading,  the  date,  the  salutation,  the  body  of  your 
letter,  the  ending,  and  the  signature.  See  Lesson  2. 

Write  the  ending  and  signature  correctly. 


Literature  and  Art 


Lesson  5 


A  WEATHER   RECORD 

Each  day  you  may  ^vrite  about  the  weather.  Save 
all  of  these  papers. 

Write  about  all  the  things  named  below,  making  a 
complete  sentence  for  each.  Be  careful  to  use  capital 
letters  and  punctuation  marks  correctly. 

Tell  the  name  of  the  day  and  the  date. 

What  is  the  temperature  for  to-day  ? 

Was  there  dew  or  frost  this  morning  ? 

If  the  sky  is  cloudy,  tell  how  the  clouds  look. 

Did  rain  or  snow  fall  to-day  ? 

From  what  direction  does  the  wind  blow  ? 

Tell  at  what  time  the  sun  rises  and  sets  ? 


How  we  tell 
the  temperature 


THE  SUN'S   TRAVELS 

THE  sun  is  not  a-bed,  when  I 
At  night  upon  my  pillow  lie ; 
Still  round  the  earth  his  way  he  takes, 
And  morning  after  morning  makes. 

While  here  at  home,  in  shining  day, 
We  round  the  sunny  garden  play, 
Each  little  Indian  sleepy-head 
Is  being  kissed  and  put  to  bed. 

— Robert  Louis  Stevenson. 


24  Language    Through  Nature 

Lesson  6 
WHY  THE  EARS  OF  WHEAT  ARE  SMALL 

A  German  Folklore  Talc 

LONG  ago  the  King  of  the  Fields  and  Forests 
walked  about  on  this  earth.  All  nature,  from 
the  lowliest  plant  by  the  roadside  to  the  giant  oak 
of  the  forest,  rejoiced  in  his  presence,  for  the  great 
King  loved  and  cared  for  them  all. 

In  those  days  the  stalks  of  wheat  were  very  tall 
and  the  grains  of  wheat  grew  up  and  down  the 
stalks  from  top  to  bottom.  On  every  stalk  there 
were  hundreds  of  plump,  brown  kernels. 

One  day,  when  the  golden  wheat  was  ready  for 
the  sickle,  a  mother  and  her  little  son  were  walking 
through  a  wheat  field  and  came  to  a  pool  of  water 
in  the  pathway.  The  child  amused  himself  by 
breaking  off  great  stalks  of  wheat  and  throwing 
them  into  the  water.  The  mother  stood  near  with- 
out saying  one  word  to  stop  him. 

Just  then  the  King  of  the  Fields  and  Forests 
came  by  and  saw  the  boy  wasting  the  wheat.  He 
saw  also  the  careless  mother.  The  King  was  angr}^ 
and  called  out  in  a  voice  like  thunder,  "  Is  this  the 
way  you  mortals  waste  the  precious  grain  that  is 


Literature  and  Art 


given  you  for  food?  From  this  time  on  nothing 
shall  grow  upon  the  wheat  stalks." 

Then  the  woman  and  all  who  heard  him  were 
terrified.  They  fell  upon  their  knees  before  the 
King  and  begged  for  mercy.  "  O  King,  spare  us," 
they  cried.  "If  you  do  not  give  us  back  the  wheat 
we  shall  perish  from  hunger." 

When  the  King  saw  their  grief  he  pitied  them 
and  said,  '  '  1  will  answer  your  prayer.  But  to  pun- 
ish you  for  your  wastefulness  the  wheat  kernels 
shall  henceforth  grow  only  at  the  top  of  the  stalk." 

And  this  is  why  the  ears  of  wheat  are  small. 

What  does  the  story  say  about  the  King  of  the  Fields  and 
Forests?  How  did  the  wheat  grow  at  first? 

Where  were  the  little  boy  and  his  mother  walking  ? 

Who  came  that  way,  and  what  did  he  see  ? 

How  did  he  feel,  and  what  did  he  say  ? 

What  did  the  people  do  when  they  heard  the  King's 
words  ?  What  happened  after  this  ? 

Tell  this  story  in  your  own  words. 


The  tops  of  the  wheat  stalks        \ 


Language    Through  Nature 


Harvesting  wheat 

Lesson  7 
WHEAT 

Have  you  ever  seen  wheat  growing  ?    Tell  how  it  looked. 
What  color  is  the  ripe  wheat  ?     Describe  the  harvesting. 
In  what  month  is  wheat  generally  harvested  ? 
What  part  of  the  wheat  is  used  for  food  ? 
Tell  all  you  can  about  the  threshing  of  wheat. 
Of  what  use  is  the  straw  ?     How  is  it  stored  ? 
What  is  made  from  the  wheat  kernels  ?    How  is  it  made  ? 
Tell  of  a  way  in  which  you  could  crush  the  wheat. 
What  are  the  fine  and  coarse  parts  of  the  crushed  wheat  each 
called  ?     For  what  is  each  used  ? 
How  is  flour  put  up  for  market  ? 
Name  some  foods  which  are  made  from  wheat. 


Literature  and  Art  27 

Lesson  8 

THE  LITTLE  RED   HEN 

THE  little  red  hen  found  a  grain  of  wheat,  and 
she  said,  "Who  will  plant  this  wheat?" 
The  rat  said,  "I  won't."    The  cat  said,  "I  won't," 
and  the  pig  said,  "I  won't." 

"I  will  then,"  said  the  little  red  hen,  and  she 

did. 

- 

When  the  wheat  was  ripe  she  said,  "Who  will 
take  this  wheat  to  the  mill  to  be  ground  into  flour?" 

The  rat  said,  "I -won't."    The  cat  said,  "I  won't," 
and  the  pig  said,  "I  won't." 

The  little  red  hen  said,  "I  will  then,"  and  she 
did. 

When  she  came  back  with  the  flour  she  said, 
"Who  will  make  this  flour  into  bread?" 

The  rat  said,  "I  won't."  The 
cat  said,  "I  won't,"  and  the  pig 
said,  "I  won't." 

The  little  red  hen  said,  "I 
will  then,"  and  she  did.  « who  ww eat  this  bread?* 

When  the  bread  was  done  the  little  red  hen  said, 
"Who  will  eat  this  bread?" 


28  Language    Through  Nature 

The  rat  said,  "I  will."  The  cat  said,  "I  will," 
and  the  pig  said,  "I  will." 

The  little  red  hen  said,  "No,  you  won't,  for  I 
am  going  to  do  that  myself,"  and  she  did. 

Tell  what  the  little  red  hen  found. 
What  did  she  say  when  she  had  found  it  ? 
What  did  the  rat,  the  cat,  and  the  pig  then  say  ? 
Tell  just  what  the  hen  said  in  reply. 

When  the  exact  words  of  another  are  repeated  they  are 
called  a  direct  quotation. 

Read  the  quotation  that  tells  what  the  hen  said  when  the 
grain  was  ripe. 

Quote  what  the  rat,  the  cat,  and  the  pig  each  said  in  reply. 
Quote  what  the  hen  then  answered. 

Notice  the  marks  ( "  " )  before  and  after  the  quotations. 
These  are  called  quotation  marks,  and  are  always  used  in 
writing  a  direct  quotation. 

Every  direct  quotation  begins  with  a  capital  letter. 

Every  direct  quotation  is  separated  from  the  rest  of  the 
sentence  by  commas. 

A  quotation  is  usually  separated  from  the  part  of  the 
sentence  that  follows  by  a  comma.  When  the  quotation  is 
a  question  it  is  followed  by  a  question  mark. 

Give  the  quotation  that  tells  what  the  hen  said  when  she 
came  from  the  mill. 

Give  the  sentence  quoting  what  each  animal  said  in  reply 
to  the  question. 

Quote  what  the  hen  then  said. 

Write  a  sentence  quoting  what  the  hen  said  when  the  bread  was 
done. 


Literature  and  Art  29 

Write  the  rest  of  this  story,  quoting  the  exact  words  of  the  rat, 
the  cat,  the  pig,  and  the  hen,  placing  the  quotation  marks  correctly. 
Begin  each  sentence  with  a  capital  letter. 
Use  the  period  after  each  statement. 
Use  the  question  mark  after  each  question. 

Mr.  Henry  W.  Longfellow  said : 

"If  you  would  have  a  thing  well  done  you  must 
do  it  yourself;  you  must  not  leave  it  to  others." 

Copy  and  learn  this  quotation. 

Write  a  letter  to  your  mother  or  your  teacher  telling  her  Jww 
ivheat  grows,  hoiv  it  is  harvested  and  prepared  for  our  use. 

'Arrange  and  punctuate  your  letter  carefully. 

Remember  to  begin  each  sentence  witli  a  capital  letter. 

Fold  your  letter  neatly  and  inclose  it  in  an  envelope.  Address 
it  to  your  mother  or  tcaclier,  following  the  model  given  below. 


Mrs.  Henry  C.  Strong, 

209  Portage  Av., 

South  Bend, 
Ind. 


In  writing  the  address  be  careful  to  place  the  period  after  each 
abbreviation,  and  a  comma  after  the  name  of  the  person,  the  street, 
and  the  city. 


jo  Language    Through  Nature 

Lesson  9 

A  PICTURE  STUDY 

Study  carefully  the  picture  of  "  The  Gleaners."  All  the 
grain  has  been  cut.  In  the  background  we  can  see  some  of  it 
in  stacks,  and  people  still  at  work. 

In  the  foreground  are  three  peasant  women.  What  are 
they  doing? 

Describe  their  dress  and  tell  how  they  carry  the  gathered 
grain. 

For  what  do  you  think  they  will  use  the  grain  when 
gathered  ?  How  will  it  be  stored  ? 

If  you  think  their  work  is  hard,  tell  why. 

Do  you  think  these  women  have  done  much  of  this  kind 
of  work  ?  Tell  why. 

For  whom  do  you  think  they  are  working  ? 

This  is  a  copy  of  a  famous  picture.  The  artist  must  have 
seen  something  in  these  workers  about  which  he  wished  to 
tell  everyone.  What  do  you  think  it  was? 

Who  was  the  artist? 

Tell  what  you  like  best  about  this  picture. 

Lesson  10 

THE  STORY  OF  A  GREAT  ARTIST 

A  LMOST  a  hundred  years  ago,  in  a  little  French 
<L*-  village,  there  lived  a  boy  whose  name  was 
Jean  Francois  Millet.  His  father  was  a  farmer,  a 
hard-working  man,  but  one  who  loved  music  and 


1 


J2  Language   Through  Nature 

nature.  While  the  father  and  mother  were  busy 
with  farm  work,  the  children  were  cared  for  by 
their  grandmother.  She  was  a  good,  wise,  and 
energetic  woman.  Early  in  the  morning  she 
would  come  to  the  bedside  of  her  little  grandson 
to  waken  him.  She  would  say  gently,  ''Wake  up, 
m}P  little  Frangois.  You  don't  know  how  long  the 
birds  have  been  singing  the  glory  of  God." 

Jean  Fra^ois  liked  to  draw  pictures.  One  day 
he  saw  an  old  man  walking  along  the  road.  The 
boy  made  a  picture  of  him  and  drew  the  bent  fig- 
ure so  well  that  his  father  was  delighted.  His  eyes 
sparkled  with  pride  and  joy,  and  he  exclaimed, 
"Our  boy  must  be  an  artist!"  So  Jean  Francois 
was  sent  away  to  the  city  of  Cherbourg  to  learn  to 
paint  pictures.  The  boy  worked  hard,  and,  as  his 
father  had  hoped,  became  a  great  artist. 

Millet  painted  many  pictures.  They  are  nearly 
all  of  men  and  women  working  at  just  such  tasks 
as  he  had  often  seen  his  own  father  and  mother 
doing  in  his  village  home.  He  liked  to  wander 
in  the  green  fields  and  silent  woods.  He  watched 
the  men  and  women  as  they  toiled.  He  noticed 
every  change  in  the  sky  and  the  lights  and  shad- 
ows among  the  trees. 


Literature  and  Art 


33 


The  picture  about  which  you  have  been  talking 
is  a  copy  of  one  of  Millet's  best  pictures.  In  this 
book  you  will  find  copies  of  some  of  the  artist's 
other  pictures,  in  each  one  of  which  he  tells  us  a 
story  taken  from  every -day  life.  The  more  we 
study  the  picture  the  more  of  truth  and  beauty 
we  see  in  it.  This  is  true  of  every  good  picture. 
So,  as  you  look  at  a  picture,  try  to  find  out  what 
the  artist  meant  to  have  it  say. 

Tell  all  you  can  of  Millet  and  his  work. 


Lesson 
CORN 


1 1 


If  you  have  seen  Indian  corn 
growing,  you  may  tell  how  it  looks. 

Why  is  it  called  Indian  corn  ? 

What  part  of  the  corn  is  used  for 
food? 

In  what  way  is  unripe  corn  used  ? 

Describe  the  ripe  corn. 

How  is  it  harvested  ? 

What  use  is  made  of  the  leaves 
and  the  stalks  ? 

How  does  the  farmer  store  the 
ears  of  corn  ? 

Tell  all  you  know  about  the  ways 
in  which  the  whole  corn  is  used. 

3 


Indian  corn 


34 


Language    Through  Nature 


Have  you  ever  popped  corn  ? 


How  did  the  Indians  cook  corn  ? 
Did  they  grind  it,  and  if  so,  how? 

Write  answers  to  the  following  questions,  beginning  each  state- 
ment with  a  capital  letter  and  ending  each  with  the  proper  mark. 

If  you  have  ever  husked  corn,  tell  where. 
If  you  have  ever  roasted  corn,  tell  when. 
If  you  have  ever  shelled  corn,  tell  how. 
If  you  have  ever  popped  corn,  tell  about  it. 

Make  pictures  to  illustrate  any  of  the   things  spoken  of  in 
this  lesson. 

Lesson  12 

MONDAMIN 

RUMMER  passed,  and  Shawondasee 

^      Breathed  his  sighs  o'er  all  the  landscape, 

From  the  South-land  sent  his  ardors, 

Wafted  kisses  warm  and  tender; 

And  the  maize-field  grew  and  ripened, 

Till  it  stood  in  all  the  splendor 


Literature  and  Art 


35 


Of  its  garments  green  and  yellow, 

Of  its  tassels  and  its  plumage, 

And  the  maize-ears  full  and  shining 

Gleamed  from  bursting  sheaths  of  verdure. 

Then  Nokomis,  the  old  woman, 
Spake,  and  said  to  Minnehaha: 
"  'Tis  the  Moon  when  leaves  are  falling; 


"And  the  maize  is  ripe  and  ready" 

All  the  wild  rice  has  been  gathered, 
And  the  maize  is  ripe  and  ready; 
Let  us  gather  in  the  harvest, 
Let  us  wrestle  with  Mondamin, 
Strip  him  of  his  plumes  and  tassels, 
Of  his  garments  green  and  yellow! " 
And  the  merry  Laughing  Water 
Went  rejoicing  from  the  wigwam, 
With  Nokomis,  old  and  wrinkled, 
And  they  called  the  women  round  them, 


Language    Through  Nature 


Called  the  young  men  and  the  maidens, 
To  the  harvest  of  the  cornfields, 
To  the  husking  of  the  maize-ear. 

—  From  "  Hiawatha''  by  Henry  W.  Longfellow. 

When  Shawondasee  sighs,  what  wind  do  we  say  is  blowing  ? 
What  is  meant  by  the  "  maize-field  "  ? 
What  did  Nokomis  mean  when  she  said,  "  Tis  the  moon 
when  leaves  are  falling  "  ? 

How  long  a  time  did  the  Indians  mean  by  a  "moon  "? 

Quote  all  that  Nokomis  said  to  Minnehaha. 

Tell  how  you  think  the  Indians  wrestled  with  Mondamin. 

By  what  other  names  do  you  know  Mondamin? 

Who  gathered  the  harvest  and  husked  the  ears  of  maize  ? 

Who  does  most  of  the  work  in  our  harvesting  ? 

The  Indians  gathered  wild  rice  and  corn. 

We  harvest  wheat,  oats,  rye,  and  corn  for  food. 

The  corn  has  to  be  husked,  shelled,  and  ground 
into  flour. 

The  wheat  has  to  be  harvested,  threshed,  and 
ground  into  flour. 

In  the  above  sentences  you  find  lists  of  things  harvested. 
You  also  find  lists  of  things  done  to  some  of  the  grains. 

Such  a  list  of  words  is  often  called  a  series. 
In  writing  a  series  a  comma  is  placed  after  each  word 
except  the  last. 

In  the  next  lesson  you  may  need  to  write  sentences  con- 
taining a  series  of  words. 

Remember  to  use  the  comma  correctly. 


Literature  and  Art 


37 


Lesson  13 

PLANTS 

Name  as  many  parts  of  a  plant  as  you  can. 

Name  some  plants  on  which  you  have  never  seen  flowers 
or  seeds. 

Which  parts  are  found  in  all  plants? 

Mention  some  plants  that  have 
many  seeds. 

Name  some  that  have  but  few. 

What  happens  to  many  plants 
when  the  cold  weather  comes  ? 

If  you  know  of  any  plant  that 
is  not  entirely  killed  by  the  cold 
weather,  you  may  tell  about  it. 

What  part  is  kept  alive  ? 

Compare  the  number  of  seeds 
on  such  plants  with  the  number 
on  plants  that  are  entirely  killed. 

Tell  in  what  part  of  these 
plants  the  growth  seems  to  have 
been  greatest.  A  plant  with  seeds  " 

From  what  do  beets  and  turnips  grow  ? 

How  shall  we  get  seeds  from  such  plants  as  these  ? 

We  will  plant  some  of  these  roots  in  a  box,  and  keep  them 
to  see  what  happens. 

Make  pictures  of  the  roots  of  plants  that  have  seed,  as  the 
mustard  or  bean  plants. 

Make  pictures  of  the  roots  of  some  plants  that  have  made  no 
seed,  as  the  beet  or  turnip. 


38  Language    Through  Nature 

Lesson  14 

TALKING  IN   THEIR  SLEEP 

YOU  think  I  am  dead," 
The  apple-tree  said, 
"  Because  I  have  never  a  leaf  to  show- 

Because  I  stoop, 

And  my  branches  droop, 
And  the  dull  gray  mosses  over  me  grow ! 
But  I'm  all  alive  in  trunk  and  shoot; 

The  buds  of  next  May 

I  fold  away- 
But  I  pity  the  withered  grass  at  my  root." 

"You  think  I  am  dead," 

The  quick  grass  said, 
"Because-!  have  parted  with  stem  and  blade! 

But  under  the  ground 

I  am  safe  and  sound 

With  the  snow's  thick  blanket  over  me  laid. 
I'm  all  alive  and  ready  to  shoot, 

Should  the  spring  of  the  year 

Come  dancing  here- 
But  I  pity  the  flower  without  branch  or  root." 


Literature  and  Art  39 

"  You  think  I  am  dead," 

A  soft  voice  said, 
"  Because  not  a  branch  or  root  I  own ! 

I  never  have  died, 

But  close  I  hide 

In  a  plumy  seed  that  the  wind  has  sown. 
Patient  I  wait  through  the  long  winter  hours; 

You  will  see  me  again  - 

I  shall  laugh  at  you  then, 
Out  of  the  eyes  of  a  hundred  flowers." 

—  Edith  M.  Thomas. 

In  the  first  stanza  what  is  talking  ? 
Quote  all  that  the  tree  says. 

What  words  in  the  stanza  are  not  a  part  of  the  quotation  ? 
These  words  divide  the  quotation. 

When  a  quotation  is  divided  each  part  is  inclosed  in  quo- 
tation marks. 

Find  the  divided  quotations  in  the  second  and  third 
stanzas. 

Name  all  the  things  that  make  the  tree  seem  to  be  dead. 

Where  does  the  tree  say  it  is  alive  ? 

What  has  it  folded  away  ?    Tell  what  it  pities,  and  why. 

What  part  of  the  grass  is  safe  and  sound  ? 

How  is  it  protected  ?     When  will  it  grow  ? 

What  does  the  grass  pity,  and  why  ? 

From  what  does  the  voice  come  that  answers  the  grass  ? 

When  will  the  seeds  show  that  they  are  alive  ? 

Name  some  of  the  flowers  that  laugh  at  us  in  the  spring, 
and  tell  which  one  you  like  best. 


40  Language    Through  Nature 

Lesson  i  5 
MONTHLY  SUMMARY 

Look  over  the  month's  papers  about  the  weather. 

In  this  lesson  recall  what  you  have  learned  about  the  use  of 
capital  letters  and  punctuation  marks.  Use  them  correctly  in  the 
following  exercise,  by  writing  a  new  paper,  answering  these  ques- 
tions in  complete  sentences  : 

How  many  clear  days  have  we  had  this  month  ? 

How  many  cloudy  days  ? 

On  how  many  mornings  has  there  been  dew  ? 

On  how  many  frost  ? 

How  many  rainy  days  have  there  been  in  the  month? 

Tell  how  many  days  the  wind  has  blown  from  each 
direction.  From  which  direction  has  it  blown  most  ? 

Is  the  weather  growing  colder  or  warmer? 

Tell  about  any  change  you  notice  in  the  length  of  day. 

Make  a  picture  of  the  landscape  and  keep  it  with  this  paper. 

Lesson  16 
SEEDS 

Where  do  we  get  the  seeds  to  plant  in  our  gardens  ? 

Name  some  seeds  which  are  gathered  in  the  fall  and  saved 
for  planting.  Name  some  seeds  which  we  never  gather. 

Name  plants  found  in  the  garden  of  which  the  seeds  were 
not  planted.  How  did  they  come  there? 

Mention  ways  in  which  seeds  are  sometimes  carried  far 
from  the  plant  on  which  they  grew. 

Name  and  describe  seeds  carried  in  each  of  these  ways. 

If  you  write  about  these  seeds  use  the  comma  in  each  series. 


Literature  and  Art 


Lesson   i  7 


?*THE  SCATTERING  OF  SEEDS 


What  seeds  are  shown  at  the  top  of  this  page  ? 
How  are  such  seeds  scattered  ? 

Tell  of  other  seeds  that  are  scattered  in  the  same  way. 
Are  seeds  ever  carried  great  distances  in  this  manner  ? 
What  do  you  know  about  maple  seeds?      What 
other  seeds  are  like  them?    If  you  have  seen  them 
whirling  in  the  air,  tell  when  and  where. 
Name  some  seeds  that  have  little  hooks  with  which 
they  catch  hold  of  passers  by. 

Tell  about  any  of  them  that  you  have  seen  carried  on  the 
covering  of  animals  or  on  the  clothing  of  people. 

Mention  some  seeds  that  birds   like   for  food. 
How  do  birds  help  in  scattering  such  seeds? 
Do  you  know  of  any  seeds  that  will  float  ? 
Imagine  an  island  without  plants,  in  the  midst  of 
the  sea.     Describe   all  the  ways  in  which   seeds  might  be 
carried  to  it  so  that  in  time  plants  would  be  growing  there. 

Write  a  letter  to  some  one  at  home  telling  about  what  you  have 
liked  best  in  your  study  of  plants  and  seeds. 

In  ivriting  and  addressing  your  letter,  follow  the 
models  on  pages  18  and  29. 

Use  capital  letters  correctly  and  punctuate  carefully. 


Language   Through  Nature 


Lesson 


18 


HOW  THE   LEAVES  CAME 
DOWN 

I'LL  tell  you  how  the  leaves  came 
down  : 

The  great  Tree  to  his  children  said, 
You're  getting  sleepy,  Yellow  and 

Brown, 

Yes,  very  sleepy,  Little  Red, 
It  is  quite  time  you  went  to  bed." 


Literature  and  Art  43 

"Ah!"  begged  each  silly,  pouting  leaf, 

"Let  us  a  little  longer  stay; 

Dear  Father  Tree,  behold  our  grief, 

'Tis  such  a  very  pleasant  day 

We  do  not  want  to  go  away." 

So,  just  for  one  more  merry  day 
To  the  great  Tree  the  leaflets  clung, 
Frolicked  and  danced  and  had  their  way, 
Upon  the  autumn  breezes  swung, 
Whispering  all  their  sports  among  : 

' '  Perhaps  the  great  Tree  will  forget 
And  let  us  stay  until  the  spring, 
If  we  all  beg  and  coax  and  fret." 
But  the  great  Tree  did  no  such  thing; 
He  smiled  to  hear  their  whispering. 

"Come,  children  all,  to  bed,"  he  cried; 
And  ere  the  leaves  could  urge  their  prayer 
He  shook  his  head,  and  far  and  wide, 
Fluttering  and  rustling  everywhere, 
Down  sped  the  leaflets  through  the  air. 

I  saw  them;  on  the  ground  they  lay, 
Golden  and  red,  a  huddled  swarm, 
Waiting  till  one  from  far  away, 


Language   Through  Nature 


White  bed-clothes  heaped  upon  her  arm, 
Should  come  to  wrap  them  safe  and  warm. 

The  great  bare  Tree  looked  down  and  smiled. 
"  Good-night,  dear  little  leaves,"  he  said; 
And  from  below  each  sleepy  child 
Replied  "  Good-night,"  and  murmured, 
"It  is  so  nice  to  go  to  bed." 

—  Susan  Coolidge. 

What  is  this  poem  about? 

Quote  what  the  great  tree 
said  to  his  children. 

Tell  the  names  of  some  of 
these  children  and  why  they 
were  so  called. 

Why  did  the  tree  say  they 
ought  to  go  to  bed  ? 

How  did  the  leaves  be- 
have? 

Tell  what  they  said. 

How  long  were  the  leaves 
allowed  to  stay  and  what  did 
they  do  ? 

Quote  what  they  whispered 

ioked  down  and  smiled-     „  ^  their  ^  among/, 

What  did  the  great  tree  do  ?  How  did  it  send  the  leaves 
to  bed  ? 

Where  have  you  seen  such  a  bed  ? 

Who  was  to  bring  the  bed-clothes  and  of  what  were  they 
made? 


Literature  and  Art  45 

What  do  you  think  made  the  great  tree  smile  as  he  looked 
down  on  his  children  ? 

Quote  all  that  the  leaves  said  when  the  tree  bade  them 
good-night. 

Bring  a  twig  to  school  from  a  tree  that  you  know. 

Teach  me,  Father,  how  to  be, 
Kind  and  patient  as  a  tree. 

— Edwin  Markham. 

Lesson   19 

CONTRACTIONS 

What  two  words  could  you  use  in  place  of  the  first  word 
of  the  poem,  "  How  the  leaves  came  down  "  ? 
How  is  /  will  shortened  to  make  /'//  f 

A  word  made  from  two  words  by  omitting  a  letter  or 
letters  is  called  a  contraction. 

The  mark  (')  which  you  see  where  the  letters  are  omitted 
is  called  an  apostrophe. 

Find  another  contraction  in  the  first  stanza. 
Tell  from  what  words  it  is  made. 

In  writing  contractions,  the  apostrophe  is  always  used  in 
place  of  the  letter  or  letters  omitted. 

Find  a  contraction  in  the  second  stanza,  and  tell  from  what 
words  it  is  made. 

Here  are  some  of  the  common  contractions.  Tell  from 
what  words  each  is  made : 

I'll  we've  don't  isn't 

I've  you're  didn't  haven't 

I'm  can't  it's  they'll 


Language    Through  Nature 


Lesson  20 

OBSERVATION   OF  TREES 

Tell  of  some  trees  that  you  have  seen  losing  their  leaves 
this  fall.  Why  are  the  leaves  falling  ? 

What  do  you  remember  about  the  trees  last  spring,  and 
how  the  leaves  came  ? 

How  do  you  think  these  trees  will  get  leaves  next  spring  ? 


twigs  besides 

cold  weather  ? 
protected 


Tell  of  anything  you  have  noticed  on  the 
the  leaves  or  marks  where  leaves  4  have  been. 

What   sometimes '  happens 

Describe  the  ways  in  which 
from  cold. 

We  shall  put  some 
twigs   in'  water  and 
watch  to  see  what 
happens. 


Make  a  picture  of  the    W^£     twig  you 
have  looked  at,  showing  all  you  can  see. 

SUGGESTED  WORK 

If  the  class  would  like  to  study  insects  and  their  ways,  they  can  easily  fit 
up  a  place  in  which  specimens  can  be  kept  alive  and  properly  cared  for. 

Get  or  make  a  box  about  three  feet  long,  two  and  one-half  feet  wide,  and 
eight  or  ten  inches  deep.  Nail  in  each  corner  an  upright  about  three  or  four 
feet  long,  and  two  inches  wide  by  one  inch  thick.  Strengthen  by  sticks 
connecting  the  tops  of  the  uprights.  Fasten  netting  above  and  around  the 
sides  of  this  frame. 

In  the  box  place  a  pan  of  water,  some  soil  and  sods  of  grass,  a  few  grow- 
ing plants,  and  some  twigs  stuck  in  the  sod. 

The  class  now  have  a  cage  in  which  they  can  put  the  insects  they  wish  to 
observe.  Grasshoppers,  butterflies,  caterpillars,  beetles,  and  other  specimens 
of  insect  life  can  be  thus  kept  and  studied. 


to  twigs  in 
buds    ar  e 


Literature  ana  Art 


Lesson 


21 


THE  ANT  AND  THE  GRASSHOPPER 

A  Fable 

IN  a  grassy  field  one  bright  summer's  day  a 
Grasshopper  was  hopping  about,  chirping  and 
singing.  An  Ant  passed  by,  bearing  with  great 
difficulty  a  grain  of  wheat  which  he  was  taking  to 
his  home. 

' '  Come  and  chat  with  me  instead  of  toiling  like 
that,"  said  the  Grasshopper. 

"I  can't,"  said  the  Ant;  "I'm  helping  to  lay 
up  food  for  the  winter,  and  I  advise  you  to  do  the 
same." 

"Why  trouble  yourself  about  winter?"  said  the 
Grasshopper.  "Winter  is  a  long  way  off  and  we 
have  plenty  of  food  at  present." 

But  the  Ant  went  on  with  his  work.  When  the 
winter  came  the  Grasshopper  had  no  food  and 
found  himself  dying  of  hunger,  while  the  Ant  had 
an  abundant  store  of  grain  which  he  had  collected 
during  the  summer.  Then  the  Grasshopper  thought : 
"I  have  learned  that  it  is  best  to  prepare  for  the 
days  of  need." 


Language    Through  Nature 


What  contractions  are  used  in  this  story  ? 

Write  this  story  in  your  own  words. 

In  writing  the  title  of  a  story,  the  first  ivord,  and  every  impor- 
tant word,  begin  with  a  capital  letter. 

Notice  that  the  word  I  is  always  written  as  a  capital  letter. 


Lesson   22 
> 

INSECTS 

What  insects  have  you  noticed  this  summer  ? 

What  was  each  one  doing  ? 

Tell  what  you  can  about  the  food  of  each. 

Describe  one  of  these  insects. 

Describe  any  of  their  nests  that  you  know  about. 

Which  of  these  insects  do  you  see  at  this  time  of  year  ? 

Where  do  they  get  food  now  ? 

From  what  insect  do  we  take  a  part  of  its  store  for  food 
and  how  can  it  spare  so  much  ? 

Tell  what  the  caterpillars  are  doing  now. 

Have  you  ever  looked  on  the  ground  under  boards  and 
stones  ? 

What  insects  did  you  find  there  ? 

Make  pictures  showing  homes  of  caterpillars,  ants,  and  bees. 


Literature  and  Art 


49 


The  wild  wind  raves,  the  tide  runs  high ' 


Lesson  23 
THE  SANDPIPER 

ACROSS  the  narrow  beach  we  flit, 
One  little  sandpiper  and  I, 
And  fast  I  gather,  bit  by  bit, 

The  scattered  driftwood  bleached  and  dry, 
The  wild  waves  reach  their  hands  for  it, 

The  wild  wind  raves,  the  tide  runs  high, 
As  up  and  down  the  beach  we  flit,— 
One  little  sandpiper  and  I. 

Above  our  heads  the  sullen  clouds 

Scud  black  and  swift  across  the  sky; 

Like  silent  ghosts  in  misty  shrouds 

Stand  out  the  white  lighthouses  high. 


Language    Through  Nature 


Almost  as  far  as  eye  can  reach 
I  see  the  close-reefed  vessels  fly, 

As  fast  we  flit  along  the  beach,— 
One  little  sandpiper  and  I. 

I  watch  him  as  he  skims  along, 

Uttering  his  sweet  and  mournful  cry. 
He  starts  not  at  my  fitful  song, 

Or  flash  of  fluttering  drapery. 
He  has  no  thought  of  any  wrong  ; 

He  scans  me  with  a  fearless  eye. 
Stanch  friends  are  we,  well  tried  and  strong, 

The  little  sandpiper  and  I. 

Comrade,  where  wilt  thou  be  to-night 

When  the  loosed  storm  breaks  furiously? 
My  driftwood  fire  will  burn  so  bright! 

To  what  warm  shelter  canst  thou  fly  ? 
I  do  not  fear  for  thee,  though  wroth 

The  tempest  rushes  through  the  sky  : 
For  are  we  not  God's  children  both, 

Thou,  little  sandpiper,  and  I  ? 

—  Cclia  Thaxter. 


Literature  and  Art 


About  whom  does  this  poem  tell  ? 

Describe  the  place  where  they  are,  and  tell  about  the 
weather. 

For  what  is  driftwood  being  gathered  ? 

Tell  how  the  sandpiper  behaves,  and  why. 

What  does  the  one  gathering  driftwood  say  of  the  bird? 
Why  does  she  call  the  bird  "  comrade  "  ? 

What  questions  are  asked  of  the  bird  ? 

What  in  the  poem  tells  you  that  the  bird  will  be  safe  ? 

.    Make  a  picture  of  the  scene  described  in  the  poem. 


The  birds'  journey 

Lesson   24 
BIRDS 

Mention  some  birds  that  have  been  here  all  summer. 
What  have  they  been  doing  ? 
Tell  all  you  can  about  their  food. 


Language   Through  Nature 


What  do  you  know  about  their  food  supply  at  this 
season  ? 

How  will  they  get  food  this  winter  ? 

What  birds  have  you  seen  going  away  ? 

Tell  where  they  are  going  and  how  they  can  find  food 
there  at  this  season. 

How  do  you  think  they  find  their  way  ?  . 

Where  and  why  do  they  stop  on  their  journey  ? 

When  will  they  come  back  here  ? 

What  birds,  if  any,  stay  here  all  winter  ? 

What  do  they  eat  ?     How  are  they  kept  warm  ? 

Name  any  other  animals  that  get  thicker  coats  for  winter. 

Make  a  picture  of  our  landscape  at  this  season. 

Make  a  picture  showing  how  you  tjiink  the  landscape  looks  in 
the  place  to  whicJi  the  birds  go. 

If  you  write  about  birds  be  careful  to  use  capital  letters  and 
punctuation  marks  correctly. 

Remember  how  a  comma  is  used  in  writing  a  series. 


GOOD-BYE  TO  SUMMER 

THE  brown  birds  are  flying  like  leaves  through 
the  sky, 

The  flowerets  are  calling,  "Dear  birdlings,  good- 
bye ! " 

The  bird  voices  falling,  so  soft  from  the  sky, 
Are    answ'ring    the   flow'rets,   "Dear   playmates, 
good-bye." 

—Kate  S.  Kellogg. 


Literature  and  Art 


53 


^Hiawatha's  chickens 


Lesson    25 

HIAWATHA'S   FRIENDS 

THEN  the  little  Hiawatha 
Learned  of  every  bird  its  language, 
Learned  their  names  and  all  their  secrets, 
How  they  built  their  nests  in  Summer, 
Where  they  hid  themselves  in  Winter, 
Talked  with  them  whene'er  he  met  them, 
Called  them  " Hiawatha's  Chickens." 


54  Language    Through  Nature 

Of  all  beasts  he  learned  the  language, 
Learned  their  names  and  all  their  secrets, 
How  the  beavers  built  their  lodges, 
Where  the  squirrels  hid  their  acorns, 
How  the  reindeer  ran  so  swiftly, 
Why  the  rabbit  was  so  timid. 
Talked  with  them  whene'er  he  met  them, 
Called  them  "Hiawatha's  Brothers." 

#-..•*•':•»;•."# 
—  From  "Hiawatha,"  by  Henry  IV.  Longfellow. 

What  contraction  do  you  find  in  this  poem  ? 

Out  of  what  two  words  is  this  contraction  made  ? 

Tell  what  Hiawatha  called  the  birds  and  the  beasts. 

How  do  you  think  he  came  to  know  them  so  well  ? 

Tell  what  you  know  about  the  language  of  birds  and 
beasts. 

What  are  some  of  their  secrets  ? 

If  you  know  any  secrets  of  birds  or  animals  you  may  tell 
about  them. 

Lesson  26 

A   BOY'S  SONG 

WHERE  the  pools  are  bright  and  deep, 
Where  the  gray  trout  lies  asleep, 
Up  the  river  and  o'er  the  lea, 
That's  the  way  for  Billy  and  me. 


Literature  and  Art 


55 


Where  the  blackbird  sings  the  latest, 
Where  the  hawthorn  blooms  the  sweetest, 
Where  the  nestlings  chirp  and  flee, 
That's  the  way  for  Billy  and  me. 

Where  the  mowers  mow  the  cleanest, 
Where  the  hay  lies  thick  and  greenest 
There  to  trace  the  homeward  bee, 
That's  the  way  for  Billy  and  me. 

Where  the  hazel  bank  is  steepest, 
Where    the    shadow    falls    the 

deepest, 
Where  the  clustering  nuts  fall 

free, 
That's  the  way  for  Billy  and  me. 

—fames  Hogg  ( The  Et trick  Shepherd}. 


Where  the  pools  are  bright  and  deep  " 


56  Language   Through  Nature 

The  first  word  of  every  line  of  poetry  is  written  with  a 
capital  letter. 

The  name  of  a  person,  when  written,  always  begins  with 
a  capital  letter. 

You  may  copy  this  poem.     Notice  the  title  carefully. 
In  writing  the  title,  and  in  copying  the  poem,  be  sure  to  use  capital 
letters  correctly. 

In  writing  the  contractions  do  not  forget  the  apostrophe. 
Place  all  the  punctuation  marks  where  they  belong. 
Make  a  picture  to  illustrate  the  stanza  you  like  best. 

HAPPY  THOUGHT 

The  world  is  so  full  of  a  number  of  things, 
I'm  sure  we  should  all  be  as  happy  as  kings. 

— Robert  Louis  Stevenson. 

Lesson  27 
COUNTRY  EXPERIENCES 

Have  you  ever  been  fishing  ?    Tell  where. 

Have  you  ever  heard  birds  sing  ?    Tell  when. 

If  you  have  seen  hay  made,  describe  how  it  was  done. 

If  you  have  been  nutting,  tell  what  kind  of  nuts  you  gath- 
ered, and  where  you  found  them.  What  did  you  do  with  them  ? 

Give  an  account  of  any  other  interesting  experiences  you 
have  had  when  in  the  country. 

SUGGESTED  WORK 

Bring  specimens  of  nuts  to  school.  Learn  their  names,  and  on  what  and 
where  each  kind  grows.  Plant  some  in  the  yard,  mark  the  place;  in  the  spring 
see  what  you  will  find  there, 


Literature  and  Art 


57 


Prom  a  painting-  by  Edwin  Landseer 
A  PIPER  AND  PAIR  OF  NUTCRACKERS 

Lesson  28 
SQUIRRELS 

What  are  these  squirrels  doing  ? 

Tell  what  you  know  about  the  squirrels'  food. 

Where  do  squirrels  live  and  get  food  in  winter  ? 

How  do  they  carry  this  food  to  their  nests  ? 

How  do  they  keep  warm  during  cold  weather  ? 

How  do  the  coats  of   the  squirrel  and  the  bird  differ? 

How  do  their  coats  look  in  this  picture  ? 


Language    Through  Nature 


LITTLE  squirrel,  crack  your  nuts; 
Chip  your  busy  tune  ; 
Sound  your  merry  rut-a-tuts- 
Boys  are  coming  soon  ! 
Hide  to-day  and  pile  to-day, 
Hoard  a  goodly  store; 
When  the  boys  are  gone  away 
You  may  find  no  more. 

—  M.  M.  D. 

Illustrate  this  poem  by  a  drawing. 

Lesson  29 

EDWIN  LANDSEER 

E  picture  called  "A  Piper  and  Pair  of  Nut- 
J-       crackers"  is  a  copy  of  a  painting  by  Edwin 
Landseer,   an   English   artist.     This   artist's   home 
was  in  London,  where  he  was  born  in  1802. 

When  he  was  a  little  fellow,  only  four  or  five 
years  of  age,  he  delighted  in  drawing  pictures  of 
animals.  On  holidays  he  and  his  two  older  broth- 
ers used  to  leave  the  noisy,  dusty  city  and^walk 
out  into  the  green  fields  that  lay  beyond  London. 
In  one  of  these  fields  there  was  a  great  oak  tree, 
and  in  its  shade  the  three  boys  would  sit,  while 


Literature  and  Art 


59 


Edwin  drew  pictures  of  the  shaggy  donkeys  and 
thick-fleeced  sheep  that  grazed  around  them. 

Landseer's  father  encouraged  and  helped  the 
boy  in  his  drawing,  and  when  Edwin  grew  older 
he  was  sent  to  an  art  school.  There  he  worked  so 
earnestly  that,  while  he  was  still  a  very  young 
man,  he  became  well 
known  as  a  painter  of 
animals.  He  painted 
pictures  of  horses,  deer, 
cattle,  and  sheep,  of 
squirrels  and  of  mon- 
keys, but  he  was  espe- 
cially fond  of  painting 
dogs.  He  showed  his 
fondness  for  dogs  when 
very  young,  and  on 
account  of  it  was  sometimes  jokingly  called  "the 
little  dog-boy." 

Landseer  loved  animals.  He  studied  their  looks 
and  actions  and  habits,  and  because  of  this  love 
and  knowledge  of  them  his  pictures  are  full  of  life. 


From  a  painting  by  Edwin  Landseer 
MY  DOG 


Tell  in  your  own  words   all  you  can  of  this 
artist. 


60  Language   Through  Nature 

Lesson  30 

MARKET 


Name  as  many  as  you  can  of  the  vegetables  that  are  now 
in  the  market. 

If  you  have  seen  any  of  them  growing,  tell  where  and 
describe  the  plant. 

Tell  what  part  of  a  plant  each  vegetable  is. 

How  is  each  kind  put  up  for  sale  ?    Who  does  all  this  work  ? 

How  is  each  kind  measured  ? 


Vegetables  for  market 

In  writing  you  will  sometimes  find  that  you  need  to  di- 
vide a  word  at  the  end  of  a  line. 

What  word  do  you  find  divided  in  this  lesson  ? 

When  a  word  is  so  divided  a  small  mark  (-)  is  placed 
after  the  part  of  the  word  that  remains  on  the  line.  This 
mark  is  called  a  hyphen. 

A  word  must  always  be  divided  between  two  syllables. 

A  word  of  one  syllable  must  not  be  divided. 

In  the  following  lesson  you  may  need  to  divide  some 
word  at  the  end  of  a  line. 


Literature  and  Art 


61 


A  few  of  the  words  that  you  may  need  to  use  are  given 
below,  divided  into  syllables  to  show  you  how  this  may  be 
done. 

You  will  see  that  some  words  may  be  divided  in  more 
than  one  place. 


ap-ples 

cab-bage 

cu-cum-bers 

rad-ish-es 

ap-ri-cots 

car-rots 

let-tuce 

rhu-barb 

as-par-a-gus 

cau-li-now-er 

mel-ons 

spin-ach 

ba-na-nas 

cel-e-ry 

pars-ley 

to-ma-toes 

ber-ries 

cher-ries 

pump-kins 

tur-nips 

Lesson  3 1 


PARTS  OF  PLANTS  USED  AS  FOOD 

Write  the  title  of  this  lesson,  using  capital  letters  correctly. 

If  you  need  to  divide  a  word  at  the  end  of  a  line  be  sure  to 
divide  it  between  tvvo  syllables,  and  to  use  the  hyphen. 

Write  a  full  sentence  in  answer  to  each  of  the  directions  in  this 
lesson.  Be  careful  to  punctuate  each  series  correctly. 

Name  two  plants  of  which  we  eat  the  leaves. 

Mention  three  plants  of  which  we  eat  the  stems. 

Name  as  many  as  you  can  whose  roots  we  use  for  food. 

Of  what  plant  do  we  eat  the  stalk  and  flower  ? 

Of  what  plants  do  we  eat  the  whole  fruit  ? 

Mention  some  fruits  of  which  we  eat  only  the  pulp. 

Of  what  plants  do  we  eat  only  the  seed  ? 

Mention  two  plants  of  which  we  eat  the  whole  seed. 

What  seeds  do  we  crush  or  grind  before  using? 

Some  seeds  are  canned  for  winter  use.     Name  three. 


62  Language    Through  Nature 

Lesson   32 

HOW   VEGETABLES  ARE   BROUGHT  TO 

MARKET 

From  whom  does  the  market-man  get  his  fruits  and  vege- 
tables ? 

Describe  some  of  the  ways  in  which  these  things  are 
brought  to  market. 

Tell  which  fruits  and  vegetables  in  our  markets  have 
been  brought  each  way,  and  why. 

Mention  some  that  grow  near  by. 

Name  some  that  come  from  far  away,  and  tell  where  they 
grow.  How  are  they  kept  fresh  and  sound  on  a  long  journey? 

Can  you  name  any  of  the  workers  who  have  helped  to  get 
these  things  to  market  for  us  ? 

Lesson  33 
STORING  FRUITS   FOR   WINTER 

Mention  some  fruits  that  are  dried  for  winter  use,  and 
describe  the  ways  of  drying  fruit. 

Tell  what  you  know  about  making  jelly. 

What  other  things  are  made  from  fruit  juice  ? 

Name  fruits  that  are  canned  or  preserved.  What  part 
of  the  fruit  is  used  in  each  case  ? 

What  do  you  know  about  the  making  of  pickles  and 
catsup  ? 

Name  any  fruits  that  we  can  keep  fresh  for  winter  use 
and  tell  how  they  are  stored. 


Literature  and  Art  6j 

THE  APPLE  HOLE 

DO  you  remember  the  apple  hole  in  the  garden 
or  back  of  the  house,  Ben  Bolt  ?  In  the  fall 
after  the  bins  in  the  cellar  had  been  well  stocked 
we  excavated  a  circular  pit  in  the  warm  mellow 
earth,  and  covering  the  bottom  with  clean  rye 
straw,  emptied  in  basketful  after  basketful  of  hardy 
choice  varieties,  till  there  was  a  tent-shaped  mound 
.several  feet  high  of  variegated  fruit.  _  Then,  wrap- 
ping it  about  with  a  thick  layer  of  long  rye  straw, 
and  tucking  it  up  snug  and  warm,  the  mound  was 
covered  with  a  thin  coating  of  earth,  a  flat  stone  on 
the  top  holding  down  the  straw.  As  winter  set  in 
another  coating  of  earth  was  put  upon  it,  with  per- 
haps an  overcoat  of  coarse  dry  stable  manure,  and 
the  precious  pile  was  left  in  silence  and  darkness 
till- spring.  *'*«#* 

As  the  supply  in  the  bins  and  barrels  gets  low 
and  spring  approaches,  the  buried  treasures  in  the 
garden  are  remembered.  With  spade  and  axe  we 
go  out  and  penetrate  through  the  snow  and  frozen 
earth  till  the  inner  dressing  of  straw  is  laid  bare. 
It  is  not  quite  as  clear  and  bright  as  when  we 
placed  it  there  last  fall,  but  the  fruit  beneath,  which 
the  hand  soon  exposes,  is  just  as  bright,  and  far 
more  luscious. 

—  From  "  Winter  Sunshine"  by  John  Burroughs. 


Language    Through  Nature 


Threshing  in  the  autumn 

Lesson  34 

THE   FARM   IN   AUTUMN 

Have  you  ever  been  on  a  farm  in  autumn  ? 

What  is  put  into  the  cellar  ? 

What  is  put  into  barns? 

What  is  put  into  the  granary? 

Tell  about  any  other  ways  that  you  know  of  in  which  the 
farmer  stores  things  for  winter. 

What  work  can  the  farmer  do  out  of  doors  after  he  has 
gathered  and  stored  his  crops  ? 

What  changes  are  made  at  this  season  in  the  care  given 
the  farm  animals?  Why  must  all  this  work  be  done  ? 

Write  a  letter  to  your  teacher  telling  of  some  work  that  is 
being  done  in  your  home  at  this  season. 

Remember  to  begin  each  sentence  with  a  capital  letter  and  end 
it  with  the  proper  mark.  Arrange  your  letter  with  care. 


Literature  and  Art 


HARVEST  SONG 

SUMMER  is  gone,  autumn  is  here, 
This  is  the  harvest  for  all  the  year. 
Corn  in  the  crib,  oats  in  the  bin, 
Wheat  is  all  threshed,  barley  drawn  in. 

Carrots  in  cellars,  beets  by  their  side, 
Full  is  the  hay-loft,  what  fun  to  hide  ! 
Apples  are  barreled,  nuts  laid  to  dry, 
Frost  on  the  garden,  winter  is  nigh. 

Father  in  Heaven,  thank  thee  for  all, 
Winter  and  spring-time,  summer  and  fall. 
All  Thine  own  gifts  to  Thee  we  bring, 
Help  us  to  praise  Thee,  our  Heavenly  King. 

—  Lydia  A.  Coon  ley. 

SUGGESTED  WORK 

1.  Peel  several  apples.     Cut  each  apple  into  halves  and  each  half  into 
thirds.     Cut  out  the  core  that  is  left  in  each  part. 

Thread  a  darning-needle  with  a  small  white  cord  about  a  yard  long.  On 
this,  string  the  pieces  of  apple.  Remove  the  needle  and  tie  the  ends  of  the  cord 
together.  Hang  the  string  of  apples  where  the  dry  air  can  reach  it  freely. 

Write  a  description  of  what  you  have  done.  Keep  this  paper  carefully, 
and  after  about  a  week  add  a  few  sentences,  telling  what  has  happened  to 
the  apples. 

2.  Select  one  or  two  juicy  apples  or  some  ripe  grapes.     Press  the  juice 
out  into  a  dish  and  note  the  smell  and  the  taste. 

Allow  this  juice  to  stand  for  a  day  or  two;  again  note  the  smell  and  the 
taste.  What  change  has  taken  place?  Write  a  description  of  what  you  did 
and  tell  what  happened.  Tell  of  other  instances  in  which  you  think  a  similar 
change  occurs. 

5 


66  Language   Through  Nature 

Lesson  35 
A   PICTURE  STUDY 

What  do  you  see  in  this  picture  ? 

What  can  you  say  of  the  man  and  the  horse  ? 

Where  do  you  think  they  are  going  ? 

Describe  the  road.     Why  is  it  called  "  lonely  "  ? 

Why  does  the  road  seem  narrower  in  the  distance  ? 

Tell  what  you  notice  about  the  trees  in  the  foreground 
compared  with  those  in  the  distance. 

Where  in  the  picture  can  you  see  water  ? 

What  can  you  say  of  the  sky  ?  Where  do  you  see  birds  ? 
What  are  they  doing  ? 

Of  what  time  of  day  do  you  think  this  picture  tells  ? 

Of  what  season  does  it  seem  to  be  ? 

Mention  all  the  things  in  the  picture  that  tell  about  the 
season. 

Give  the  name  of  the  picture  and  of  the  artist. 

What  do  you  like  about  the  picture  ? 

Lesson  36 

A   FAMOUS   DUTCH   PAINTER 

NEARLY  a  hundred  years  ago,  in  a  little  village 
of  Holland,  there  lived  a  bright,  happy-faced 
little  boy.     Like  the  boys   and  girls  of  our  own 
country,  this  boy  was  fond  of  reading  fairy  tales. 
Curled  up  in  a   great   armchair   many  were   the 


From  a  painting  by  Anton  Mauve 
THE  LONELY  ROAD 


68  Language    Through  Nature 

delightful  hours  he  spent  sharing  the  adventures  of 
the  Tin  Soldier,  traveling  with  the  Ugly  Duckling, 
or  living  in  the  depths  of  the  pleasant  forest  with 
the  discontented  Fir-Tree.  And  when  he  lifted  his 
eyes  from  the  pages  of  the  book  and  looked  out  of 
the  window  down  the  quaint  street  of  the  little 
Dutch  village,  it  seemed  to  him  as  if  he  were  look- 
ing into  fairyland.  When  he  walked  out  into  the 
quiet  country,  where  the  great  windmills  stood, 
and  large-eyed  cows  and  flocks  of  sheep  grazed  in 
the  peaceful  meadows  by  the  canals,  it  seemed  to 
the  little  dreamer  as  if  fairyland  lay  all  about  him. 

Seeing  and  loving  the  beautiful  things  around 
him  made  the  boy  long  to  make  pictures  that 
would  express  the  beauty  that  he  saw  and  loved. 
He  began  to  draw  when  a  small  lad,  and  he  tells 
us  that  he  spent  his  fifteenth  birthday  out  in  the 
meadows,  making  pictures  of  cows. 

The  boy's  name  was  Anton  Mauve.  His  family 
thought  making  pictures  a  great  waste  of  time,  but 
the  boy  was  determined  to  be  an  artist.  For  years 
he  had  no  teacher  of  drawing,  but  he  learned  to 
draw  skill  full)7'  by  going  into  the  fields  and  woods 
and  making  pictures  of  trees,  of  sheep  and  cattle, 
and  of  men  at  work. 


Literature   and  Art  69 

For  years  he  studied  and  painted  by  himself, 
with  little  or  no  encouragement.  The  great 
beauty  of  the  country  around  his  village  home 
brought  other  painters  there,  and  Anton  made 
friends  with  the  older  artists,  who  helped  and 
encouraged  him  in  his  work.  Cheered  by  these 
friends,  the  }roung  artist  worked  on.  He  won 
success,  and  to-day  is  known  as  one  of  the  great 
painters  of  Holland.  Like  man}7  other  artists, 
Mauve  delighted  in  painting  cows  and  sheep,  but 
he  often  chose  other  subjects,  and  the  "  Lonely 
Road"  which  you  have  been  studying  is  one  of  his 
pictures. 

Through  all  his  busy  life  Mauve  delighted  in 
the  beaut)7  and  gladness  of  Nature.  He  liked  to 
walk  out  when  the  silvery  moonlight  fell  softly 
over  land  and  sea.  He  would  stand  still  in  the 
midst  of  the  silence  and  beauty  like  one  listening 
to  exquisite  music. 

He  worked  with  great  rapidity,  painting  many 
pictures  full  of  that  sweet  spirit  of  peace  and 
happiness  that  filled  his  own  life. 

Tell  what  you  can  of  the  life  and  work  of  Anton 
Mauve. 


70  Language   Through  Nature 

Lesson  37 
SUMMARY   OF  WEATHER   RECORDS 

Make  summaries  of  your  observations  on  the  weather  for  t/te 
past  month.  Remember  that  names  of  months  and  days  of  t/te 
week  begin  with  capital  letters.  Remember  that  a  period  follows 
an  abbreviation. 

Tell  what  you  like  best  about  this  month. 

Make  a  picture  of  an  October  landscape. 

Lesson  38 
EVAPORATION   OF  WATER 

Put  a  little  water  into  a  tin  cup  and  place  it  on  the  stove 
or  over  an  alcohol  lamp.  As  the  water  becomes  hot  what  do 
you  observe? 

Let  the  cup  remain  over  the  fire  and  tell  what  happens  to 
the  water.  What  causes  this? 

Where  has  the  water  gone  ? 

Tell  of  any  place  where  you  have  seen  something  similar. 

Sprinkle  a  little  water  on  a  slate  or  piece  of  glass  and 
place  it  in  the  sunshine. 

What  happens  ?     What  do  you  think  causes  this  ? 

Tell  of  any  place  out  of  doors  where  you  have  seen  wet 
things  become  dry. 

What  heats  the  air  out  of  doors  ? 

Mention  out-of-door  places  where  you  have  seen  water. 

What  becomes  of  some  of  this  water  when  the  sun  shines 
upon  it  ?  Will  it  ever  come  back  to  earth  ? 


Literature  and  Art 


"I  bring  fresh  showers  for  the  thirsting  flowers'''' 

Lesson  39 

THE  CLOUD 

I  BRING  fresh  showers  for  the  thirsting  flowers, 
From  the  seas  and  the  streams ; 
I  bear  light  shade  for  the  leaves  when  laid 

In  their  noonday  dreams. 
From  my  wings  are  shaken  the  dews  that  waken 

The  sweet  buds  every  one, 
When  rocked  to  rest  on  their  mother's  breast, 

As  she  dances  about  the  sun. 
I  wield  the  flail  of  the  lashing  hail, 

And  whiten  the  green  plains  under, 
And  then  again  I  dissolve  it  in  rain, 

And  laugh  as  I  pass  in  thunder. 

—  Percy  Bysshe  Shelley. 


Language   Through  Nature 


Quote  the  words    that    tell  where    the   cloud    gets   the 
showers.     How  do  you  think  it  gets  them  ? 
To  whom  does  it  bring  them  ? 
Tell  when  the  cloud's  shade  is  good  for  the  leaves. 
What  are  shaken  from  its  wings  at  night  ? 
How  is  the  "  lashing  hail  "  like  a  flail  ? 
How  does  it  make  the  green  plain  look  ? 
Tell  into  what  the  hail  dissolves. 
Do  you  like  to  hear  the  clouds  laugh  ? 
What  do  you  like  best  in  the  cloud's  work  ? 

Copy  this  stanza.  Use  capital  letters  correctly  in  the  title,  to 
begin  each  line,  and  for  the  word  I. 

Lesson  40 

CONDENSATION   OF   MOISTURE 

Hold  a  piece  of  cold  glass,  tin,  or  slate  above*  a  cup  of  hot 
water  and  tell  what  you  observe. 

What  gathers  on  the  glass  and  from  what  does  it  come? 

How  did  it  get  to  the  glass  and  why  did  it  stop  there  ? 

Where  have  you  seen  anything  like  this  in  your  home  ? 

What  caused  it  to  form  ? 

From  what  did  the  moisture  come  ? 

Where  and  when  have  you  seen  dew  ? 

Where  was  this  moisture  before  it  formed  as  dew  ? 

How  did  it  come  to  be  there  ? 

In  what  form  do  we  sometimes  see  moisture  in  the  air  ? 

What  causes  it  to  fall  to  the  earth  ? 

In  what  form  have  you  seen  it  falling  ? 

Tell  which  form  we  see  most  during  spring  ;  during  sum- 
summer  ;  and  during  autumn. 


Literature  and  Art 


73 


Lesson  41 

THE  RAINBOW  FAIRIES 

TWO  little  clouds  one  summer's  day, 
Went  flying  through  the  sky, 
They  went  so  fast  they  bumped  their  heads, 

And  both  began  to  cry. 
Old  Father  Sun  looked  out  and  said, 

"O,  never  mind,  my  dears, 
I'll  send  my  little  fairy  folk 
To  dry  your  falling  tears." 

One  fairy  came  in  violet, 
And  one  wore  indigo; 


From  a  painting  by  Jean  Francois  Millet 
"They  wiped  the  cloud  tears  all  away" 


74  Language    Through  Nature 

In  blue,  green,  yellow,  orange,  red, 

They  made  a  pretty  row. 
They  wiped  the  cloud  tears  all  away, 

And  then,  from  out  the  sky 
Upon  a  line  the  sunbeam  made, 

They  hung  their  gowns  to  dry. 

—  Lizzie  M.  Hadley. 

When  the  word  O  is  used  it  is  written  as  a  capital  letter. 
Find  this  word  in  the  poem. 

What  contraction  do  you  find  in  this  poem  ? 

What  helped  the  little  clouds  to  fly  so  fast  ? 

When  clouds  begin  to  cry  what  do  we  say  is  happening  ? 

Quote  the  words  that  tell  what  Father  Sun  said  to  the 
little  clouds.  Who  are  the  " fairy  folk"  sent  by  Father  Sun 
to  dry  the  clouds'  tears  ? 

Name  the  colors  of  the  fairies'  dresses.  When  these  fairies 
hang  out  their  dresses  in  the  sky  what  do  we  say  that  we  see  ? 

When  Hiawatha  saw  this  he  whispered  : 

"What  is  that,  Nokomis?" 

And  the  good  Nokomis  answered: 

"'Tis  the  heaven  of  flowers  you  see  there; 

All  the  wild-flowers  of  the  forest, 

All  the  lilies  of  the  prairie, 

When  on  earth  they  fade  and  perish, 

Blossom  in  that  heaven  above  us." 

—  From  "Hiawatha,"  by  Henry  W.  Longfellow. 


Literature  and  Art 


75 


Moisture  in  the  air 

Lesson  42 

USES  OF  STEAM 

DID  you  ever  sit  by  the  fire  and  watch  a  tea- 
kettle of  boiling  water? 

Did  you  see  the  teakettle  cover  move  up  and 
down? 

A  boy  once  sat   by  the  fire  and  watched  a  tea- 
kettle in  which  the  water  was 
boiling  very  fast.    Steam  was 
crowding  from  the  spout  as 
fast  as  it  could,  and  every 
little  while  the  teakettle  cover 
would  give  a  little  hop  and  tiny 
puffs  of  steam  would  come  out 
around  its  edges. 
The  boy  wondered  what  made  the  cover  move 
and  watched  to  see  if  he  could  find  out.     At  last  he 


Steam  was  crowding  from 


Language    Through   Nature 


made  up  his  mind  that  when  the  steam  in  the 
kettle  could  not  get  out  fast  enough  through  the 
spout  it  pushed  the  cover  up  so  that  some  of  it 
might  get  out  that  way.  He  thought  that  steam 
must  be  ver}^  strong  to  lift  the  cover,  and  wondered 
if  it  could  lift  other  things.  He  tried  to  make  it 
do  so  and  at  last  he  found  a  way.  A  machine  was 
made  in  which  steam  was  used  to  push  and  lift 
heavy  things,  and  it  was  called  a  steam  engine. 
At  first  this  machine  did  not  work  very  well,  but 
after  a  long  time  a  much  better  way  to  make  it  was 
found  by  a  man  named  James  Watt.  He  is  often 
called  the  inventor  of  the  steam  engine. 

It  is  many  years  since  James  Watt  lived  and 
worked,  and  since  his  time  many  new  things  have 
been  found  out  about  steam  engines  and  the  work 
they  can  be  made  to  do.  They  are  now  used  on 
land  and  on  water,  on  farms  and  in  cities.  Where 
animals,  wind,  and  water  were  once  used  to  lift  or 
push  or  pull,  the  steam  engine  is  now  usually  found 
doing  the  work  in  a  much  quicker  and  better  way. 

Tell  about  some  of  the  work  you  have  seen  steam 
engines  doing. 

Make  pictures  or  cuttings  of  locomotive  engines 
and  steamboats. 


Literature   and  Art 


77 


"All  pictured  in  silver  sheen  " 

Lesson  43 

THE   FROST 

THE  Frost  looked  forth  one  still,  clear  night, 
And  whispered,  "Now  I  shall  be  out  of  sight, 
So  through  the  valley  and  over  the  height 

In  silence  I'll  take  my  way. 
I  will  not  go  on  like  that  blustering  train, 
The  wind  and  the  snow,  the  hail  and  the  rain, 
Who  make  so  much  bustle  and  noise  in  vain. 
But  I'll  be  as  busy  as  they." 


Language    Through  Nature 


Then  he  flew  to  the  mountain  and  powdered  its 

crest, 

He  lit  on  the  trees  and  their  boughs  he  dressed 
In  diamond  beads,  and  over  the  breast 

Of  the  quivering  lake  he  spread 
A  coat  of  mail  that  need  not  fear 
The  downward  point  of  many  a  spear 
That  he  hung  on  its  margin  far  and  near, 

Where  a  rock  could  rear  its  head. 

He  went  to  the  window  of  those  who  slept, 
And  over  each  pane  like  a  fairy  crept. 
Wherever  he  breathed,  wherever  he  stepped, 

By  the  light  of  the  moon  were  seen 
Most   beautiful    things;    there    were    flowers    and 

trees; 

There  were  bevies  of  birds,  and  swarms  of  bees, 
There  were   cities   and   temples,  and   towers   and 
these 

All  pictured  in  silver  sheen. 

But  he  did  one  thing  that  was  hardly  fair. 
He  peeped  in  the  cupboard,  and  finding  there 
That  all  had  forgotten  for  him  to  prepare, 
"Now  just  to  set  them  thinking- 


Literature  and  Art  79 

I'll  bite  this  basket  of  fruit,"  said  he, 
"This  costly  pitcher  I'll  break  in  three, 
And  the  glass  of  water  they've  left  for  me, 
Shall  'tchick  to  tell  them  I'm  drinking." 

—Hannah  F.  Gould. 


"  Tkis  costly  pitcher  /'//  break  " 

Tell  in  your  own  words  the  story  of  what  the 
frost  did. 

Lesson  44 

HOW   FROST  IS   FORMED 

Name  places  where  you  have  seen  frost. 

Tell  how  frost  looks  and  feels. 

What  happens  to  the  frost  when  the  sun  shines  upon  it? 

Name  some  place  where  you  have  seen  this  happen. 

If  you  scrape  a  little  frost  from  the  window-pane  into 
your  hand,  what  happens? 

If  you  bring  twigs  or  grasses  that  are  covered  with  frost 
into  a  warm  room,  how  are  they  changed?  Into  what  does 
the  frost  change  in  each  case  ? 


8o 


Language    Through   Nature 


Where  was  this 
before  it  became 
frost  ? 

What  caused  it  to 
change  into  frost? 

What  change  in 
temperature  have 
you  observed  since 
September.  (Look 
at  weather  records 
if  necessary.) 

What  does  the 
record  tell  about 
dew  or  frost? 

As  the  amount  of 
heat  in  the  air  grows  less,  what  seems  true  about  dew  or  frost? 

SUGGESTED  WORK 

If  you  would  like  to  see  frost  form,  follow  these  directions  : 
Put  a  mixture  of  one-third  salt  and  two-thirds  snow  or  crushed  ice  into  a 
tin  cup.     Hold  the  cup  near  steaming  water  so  that  the  moist  air  may  strike  it. 
Watch  closely  and  see  what  happens. 


A  frosty  window 


Lesson  45 


PREPARING   FOR   WINTER 

What  do  your  weather  records  tell  about  the  temperature 
and  the  length  of  day  at  this  season  ? 

Describe  any  changes  that  are  being  made  about  your 
house  now.  Who  puts  on  the  storm  windows  and  doors? 

Tell  about  any  changes  that  are  being  made  in  the  heat- 
ing and  lighting. 

What  merchants  become  very  busy  at  this  season  ? 

What  changes  do  people  make  in  their  clothing  ? 


Literature  and  Art 


81 


What  changes  do  you  notice  in  the  goods  shown  in  the 
windows  of  dry  goods  and  clothing  stores? 
What  changes  are  made  in  the  street  cars  ? 

SUGGESTED   WORK 

Take  a  piece  of  woolen  cloth  and  ravel  it  out.  Untwist  some  of  the 
threads  that  you  get  and  pull  them  apart  so  that  you  can  see  the  fine  wool  fibers. 

Ravel  some  more  of  the  cloth  and  watch  carefully  to  see  if  you  can  find 
how  the  threads  are  put  together. 


WAITING 


Lesson  46 
WOOL 

Of  what  kind  of  cloth  is  most  of  the  clothing  made  that 
we  put  on  when  cold  weather  comes  ? 

Of  whose  warm  coat  was  this  once  a  part  ? 
How  was  it  gotten  from  his  back? 


82 


Language    Through  Nature 


The  wool  fibers  were  straightened  out  by  a  process  called 
combing  or  carding.  Then  it  was  spun  into  threads;  and 
these  in  turn  were  twisted  to  make  yarn. 

If  you  have  seen  anyone  spin,  tell  about  it. 

What  is  the  color  of  natural  wool  ? 

How  do  we  get  so  many  colors  of  yarn  and  cloth  ? 

Tell  what  you  know  about  weaving.  If  you  have  seen  a 
loom  or  a  frame  for  weaving,  describe  it. 

Bring  pieces  of  woolen  cloth  of  different  colors  and  patterns  to 
school.  Make  a  picture  showing  the  various  ways  of  spinning  or 
weaving. 

SUGGESTED   WORK 

If  possible,  get  part  of  a  sheep's  fleece.  Take  a  little  of  the  wool  and  pull 
it  into  a  fine  thread.  Roll  or  twist  it  into  yarn  with  the  fingers. 

Put  a  handful  of  logwood  chips,  or  pieces  of  butternut  bark,  or  a  little  indigo 
into  a  quart  of  water,  let  it  boil,  then  strain.  Add  a  little  copperas  or  alum 
to  fix  the  color.  Put  the  wool  or  yarn  into  this  dye  and  let  it  boil  until  colored 
as  dark  as  you  like.  Rinse  and  dry  the  yarn. 

Write  a  description  of  what  you  have  done  and  tell  the  color  of  the  yarn 
after  it  is  dyed.  Keep  samples  of  the  colored  and  uncolored  yarn  with  your 
description. 

Trace  all  the  changes  in  the  wool  from  the  time  it  was  part  of  the  sheep's 
covering  until  it  was  ready  for  you  to  wear. 


SHEEP 


From  a  painting  by  Bruzzi 


Literature  and  Art 


T 


Lesson  47 

THE  COAT  THAT  JACK  WEARS 
HIS  is  the  coat  that  Jack  wears. 


This  is  the  cloth  so  warm  and  blue, 
That  made  the  coat  that  Jack  wears. 


This  is  the  loom,  so  strong 

and  new, 
That  wove  the   cloth,  so 

warm  and  blue, 
To  make  the  coat  that 
Jack  wears. 

This  is  the   thread  that, 

colored  blue, 

Was  used  in  the  loom,  so  strong  and  new, 
To  weave  the  cloth,  so  warm  and  blue,          I  e 
To  make  the  coat  that  Jack  wears. 


This  is  the  wheel  with  its  loo,  loo,  loo; 
That  spun  the  thread  that,  colored  blue, 
Was  used  in  the  loom,  so  strong  and  new, 
To  weave  the  cloth,  so  warm  and  blue, 
To  make  the  coat  that  Jack  wears. 


Language  Through  Nature 


This  is  the  wool,  carded  through  and  through, 
That  was  spun  on  the  wheel,  with  its  loo,  loo,  loo, 
To  make  the  thread  that,  colored  blue, 
Was  used  in  the  loom,  so  strong  and 

new, 
To  weave  the  cloth,  so  warm  and  blue, 

To  make  the  coat  that  Jack  wears. 

This  is  the  sheep  on  which  there  grew 

The  wool  that,  carded  through  and  through, 

Was  spun  on  the  wheel  with  its  loo, 

loo,  loo, 

To  make  the  thread  that,  colored  blue, 
Was  used  in  the  loom,  so  strong  and  new, 
To  weave  the  cloth,  so  warm  and  blue, 
To  make  the  coat  that  Jack  wears. 

This  is  the  man,  and  his  scissors,  too, 
That  sheared  the  sheep  on  which  there  grew 
The  wool  that,  carded  through  and  through, 
Was  spun  on  the  wheel  with  its  loo,  loo,  loo, 
To  make  the  thread  that,  colored  blue, 
Was  used  in  the  loom,  so  strong  and  new, 

To  weave  the  cloth,  so  warm  and  blue, 
To  make  the  coat  that  Jack  wears. 

—  Charlotte  Perkins. 


Literature   and  Art 


Lesson  48 

WEAVING 

Indians  weave  on  the  kind  of  loom  you  see  in  this  picture. 
Describe  the  loom  and  tell  where  it  is  placed. 


A  Navajo 
woman  weaving 


By  whom  do  you  think  the  weaving  is  done  ? 
Where  do  you  think  the  Indians  get  the  wool  ? 
How  do  you  think  they  make  the  yarn  ? 
If  you  have  seen  any  articles  woven  by  the  Indians,  tell 
what  colors  were  used  most. 

Tell  how  you  think  they  dye  the  yarn. 


86  Language    Through  Nature 

How  are  spinning  and  weaving  done  now  ? 
Mention  other  things  besides  cloth  that  are  woven  from 
yarn.    Where  are  they  woven  ?    How  were  they  brought  here  ? 
Tell  of  other  ways  in  which  things  are  made  from  yarn. 
Can  you  knit  or  crochet  ? 


Mother's  knitting 

SUGGESTED   WORK          * 

Take  pieces  of  woolen  cloth  —  plain,  striped,  checked,  and  plaid  —  and 
examine  them  to  find  how  they  were  woven  to  make  the  colors  appear  in 
patterns.  Ravel  the  cloth,  if  necessary.  The  threads  that  run  lengthwise  are 
called  the  warp.  The  threads  that  are  carried  by  the  shuttle  back  and  forth 
through  the  warp  are  called  the  filling,  or  woof. 

Some  of  the  best  wool  goods  and  the  finest  patterns  of  plaids  are  made  in 
Scotland.  There  each  family  or  clan  keeps  its  own  plaid  for  generations. 

With  colored  crayons  make  a  design  in  stripe  or  check  for  weaving. 

Make  a  simple  loom  by  driving  tacks  or  small  nails  opposite  each  other 
into  the  ends  of  a  smooth  board  eight  inches  wide  and  twelve  inches  long. 
Fasten  yarn  back  and  forth  from  opposite  tacks  for  the  warp. 

Wind  yarn  on  a  piece  of  cardboard  to  be  used  as  a  shuttle,  and  weave  by 
passing  over  and  under  threads,  according  to  your  design.  Make  a  table  mat 
or  holder  cover  from  what  you  weave. 

Write  what  you  have  done  and  tell  for  what  you  use  your  weaving. 

Many  artists  are  busy  making  beautiful  patterns  or  de- 
signs to  be  woven  into  cloths,  carpets,  rugs,  or  curtains. 
They  use  the  shapes  of  leaves,  flowers,  fruits,  and  many  other 
things  in  making  these  designs. 

Choose  some  form  that  you  like,  and  make  with  it  a  design  for 
weaving.  Color  this  design  as  you  would  like  to  see  it,  or  tell  tJie 
colors  in  which  you  would  like  to  have  it  woven. 


Literature  and  Art  87 

Lesson  49 

WOVEN  PICTURES 

VERY  many  years  ago,  in  some  of  the  countries 
across  the  ocean,  the  men  and  women  were 
called  knights  and  ladies.  When  the  knights  did 
brave  things  in  hunting  or  in  war,  the  ladies  used 
to  weave  by  hand  or  embroider,  in  bright  colors, 
pictures  telling  about  these  deeds.  These  fabrics 
were  hung  on  the  castle  walls,  and  are  called 
tapestry.  Beautiful  pieces  of  tapestry  have  been 
brought  to  this  country  and  you  may  some  day 
see  some  of  them. 

Write  the  story  of  any  deed  that  you  think  worth 
weaving  into  a  tapestry  picture. 

Remember  to  use  capital  letters  correctly  in  writing  titles,  the  first 
word  in  every  sentence,  and  the  name  of  a  person.  If  you  write  the 
name  of  a  place,  remember  that  it  should  begin  witli  a  capital  letter. 

If  possible,  have  the  class  visit  some  large  store  to  see  carpets,  rugs,  and 
draperies. 

Howe'er  it  be,  it  seems  to  me, 

'Tis  only  noble  to  be  good. 

Kind  hearts  are  more  than  coronets, 

And  simple  faith  than  Norman  blood. 

— Alfred  Lord  Tennyson. 


S8 


Language   Through  Nature 


Lesson  50 

ARACHNE 

IN  a  far  country  called  Greece  there  once  lived  a 
beautiful  maiden  named  Arachne.  She  could 
spin  and  weave  so  wonderfully  that  people  came 
from  far  and  near  to  see  her  work.  So  fine  was  the 
yarn  that  she  spun  and  so  beautiful 
the  colors  and  designs  of  her  weav- 
ing that  people  said,  "It  must  be 
that  Athena,  queen  of  the  air,  has 
taught  this  maiden." 

But  Arachne  had  grown  proud 
of  her  skill  and  wished  to  take  all 
the  praise  for  herself,  so  she 
answered,  ' '  No  one  taught 
me;  I  taught  myself, 
and  no  one  else 
in  the  wide  world 
can  spin  or  weave 
so  well  as  I." 

When  Athena 
heard  this 
boast  she  came 

•^pi 

"There  was  a  happy  spider  spinning 


Literature  and  Art  89 

to  Arachne  and  said,  "I  am  Athena,  Queen  of  the 
Air.  No  spinning  or  weaving  can  equal  my  own. 
You  must  know  that  I  taught  you  to  do  these 
things."  But  Arachne  proudly  answered,  "No  one 
taught  me,  and  no  one  else's  work  is  so  wonderful 
as  mine." 

Athena  replied,  "The  truth  must  be  made 
known.  In  three  days  I  will  come  again  and  we 
will  each  weave  for  all  the  world  to  see.  If  your 
work  is  judged  best  I  will  never  spin  or  weave 
again,  and  if  mine  is  judged  best  you  shall  never 
again  use  distaff,  spindle,  or  loom." 

The  day  came,  and  all  the  world  waited  to  see 
the  contest.  Arachne' s  loom  was  out  under  the 
green  trees,  and  all  watched  with  delight,  as  the  fine 
silken  web  with  its  beautiful  designs  and  brilliant 
colors  came  from  her  loom.  It  seemed  as  though 
nothing  more  beautiful  could  be  made. 

But  soon  Athena  began  to  weave.  Her  loom 
was  in  the  sky,  and  as  she  wove  it  seemed  like  the 
unrolling  of  beautiful  pictures.  The  people  forgot 
all  else,  even  the  web  of  Arachne,  and  watched 
only  this  wonderful  weaver.  Arachne  watched, 
too,  and  as  the  thought  of  what  she  had  felt  and 
done  swept  over  her,  her  pride  was  shamed.  She 
realized  also  that  she  could  never  again  use  her 
loom,  and  her  tears  fell  fast. 


go  Language    Through  Nature 

When  Athena  saw  Arachne's  grief  she  felt 
sorry  for  her  and  said,  "I  may  not  change  what  has 
been  said,  but  I  will  change  you  so  that  you  may 
spin  and  weave  without  spindle  or  loom."  Then 
she  touched  Arachne  and  the  people  no  longer  saw 
a  beautiful  maiden,  but  there  among  the  leaves 
was  a  happy  spider  spinning  a  most 
wonderful  silken  web. 

What  if  all  spiders  are  descendants  of 
Arachne,  and  what  if  she  still  lives 
and  spins  in  her  changed  form  ! 

As  you  begin  to  read  the  story  of  Arachne,  notice 
that  the  first  section  or  group  of  sentences  tells  about  Arachne 
and  her  work. 

Read  on  and  you  will  see  that  each  group  of  sentences 
seems  to  tell  a  particular  part  of  the  story. 

These  sections  or  groups  of  sentences  relating  to  the 
same  part  of  a  story  or  composition  are  called  paragraphs. 

In  writing  or  printing,  the  division  into  such  parts  is 
shown  by  beginning  the  first  sentence  of  the  paragraph  at 
more  than  the  usual  distance  from  the  margin. 

Study  this  story  to  find  the  part  told  by  each  paragraph. 

Write  the  story  in  your  own  words,  being  careful  to 
arrange  it  in  paragraphs. 

Remember  to  place  the  first  word  of  each  paragraph  at 
the  proper  distance  from  the  margin. 

If  you  use  quotations  punctuate  correctly. 


Literature  and  Art 


Lesson  5  i 

HIAWATHA'S   HUNTING 

THEN  he  said  to  Hiawatha: 
"Go,  my  son,  into  the  forest, 
Where  the  red  deer  herd  together, 
Kill  for  us  a  famous  roebuck, 
Kill  for  us  a  deer  with  antlers!" 

Forth  into  the  forest  straightway 
All  alone  walked  Hiawatha 
Proudly,  with  his  bow  and  arrows  ; 
-x-          *          *          * 

From  the  red  deer's  hide  Nokomis 
Made  a  cloak  for  Hiawatha, 
From  the  red  deer's  flesh  Nokomis 
Made  a  banquet  to  his  honor. 
All  the  village  came  and  feasted, 
All  the  guests  praised  Hiawatha, 
*          *          *          * 

—  Henry   W.  Longfellow. 


Language    Through  Nature 


Write  the  story  of  Hiaivatha  s  hunting  in  your  own  ^vords. 

In  the  first  paragraph  state  ivhere  he  ivas  sent,  what  he  was 
told  to  do,  and  what  weapons  he  took. 

In  the  second,  describe  hoiu  Jie  felt  to  be  sent  on  such  an  errand, 
and  how  he  succeeded  in  his  hunting. 

In  the  third,  tell  what  Nokomis  did  in  Hiawatha  s  honor,  who 
came  to  the  banquet,  and  what  the  guests  said  of  Hiawatha. 

In  the  fourth,  tell  what  use  was  made  of  the  deer's  hide  and  flesh. 

Lesson   52 

USES  OF  COVERINGS  OF  ANIMALS 

When  we  say  "  Hiawatha's  cloak  "  we  mean  that  the  cloak 
belonged  to  Hiawatha,  or  was  owned  by  him. 

When  we  say  "  deer's  hide  "  we  mean  that 
the  hide  belonged  to  the  deer. 

Words  are  usually  changed 
in  form  to  show  ownership  or 
possession.    In  some  words 
the  apostrophe  and  letter  s 
are  added. 

Find  such  words  in  the  first 
two  sentences  of  this  lesson. 

In  many  words  that  end  in  s, 
Beavers  at  work  ^e  apostrophe  only  is  added. 

Tell  for  ^vhat  the  following  coverings  of  animals  are  used,  writ- 
ing full  sentences,  and  using  the  possessive  form  to  express  ownership. 

alligator's  skin  calf's  skin  goat's  skin 

bear's  skin  cow's  hide  seal's  fur 

bird's  feathers  deer's  skin  sheep's  wool 


Literature  and  Art  93 

Lesson   53 

THE  LANDING  OF  THE  PILGRIMS 

THE  breaking  waves  dash'd  high 
On  a  stern  and  rock-bound  coast, 
And  the  woods  against  a  stormy  sky 
Their  giant  branches  toss'd  ; 

And  the  heavy  night  hung  dark 

The  hills  and  waters  o'er, 
When  a  band  of  exiles  moor'd  their  bark 

On  the  wild  New  England  shore. 

Not  as  the  conqueror  comes, 

They,  the  true-hearted,  came  ; 
Not  with  the  roll  of  stirring  drums, 

And  the  trumpet  that  sings  of  fame  ; 

Not  as  the  flying  come, 

In  silence  and  in  fear  ;- 
They  shook  the  depths  of  the  desert  gloom 

With  their  hymns  of  lofty  cheer. 
*  *  *  * 

—  Mrs.  Felicia  Hemans. 

Learn  this  poem.  Tell  the  story  in  the  poem,  using  your  own 
words. 

Draw  a  picture  of  the  "landing"  as  it  is  suggested  in  the 
second  stanza. 


Language    Through   Nature 


Lesson   54 
A   PICTURE  STUDY 

What  are  the  people  in  this  picture  called  ? 

Tell  where  you  think  they  are  going,  and  why  they  keep 
so  near  together. 

Why  do  the  men  carry  guns  ? 

One  man  is  not  carrying  a  gun.  Who  do  you  suppose  he 
can  be  ? 

What  do  you  see  in  the  distance  ? 

What  do  the  stumps  here  and  there  show  you  ? 

What  in  the  picture  tells  you  of  the  season  ? 

Describe  the  dress  of  these  people. 

What  do  you  think  the  artist  wished  to  tell  about  these 
people  ? 

What  do  you  like  in  this  picture  ? 

If  you  write  about  this  picture  arrange  your  sentences  in  para- 
graphs. 

Lesson   55 

GEORGE   H.   BOUGHTON 

THE  artist,  George  H.  Boughton,  was  born  in 
England  in  1832,  but  he  was  brought  to  this 
country  by  his  parents  when  he  was  only  three 
years  old,  and  his  work  is  more  American  than 
English. 


ft 

* 

H- 

o 
«t 

*^ 

ft 


f 

* 
ft 


()6  Language    Through  Nature 

When  Boughton  was  sixteen  years  of  age  he 
worked  for  his  brother,  who  was  a  prosperous  hat 
manufacturer.  While  in  the  shop  the  boy  made 
many  friends  because  of  his  even  temper  and 
cheerful  disposition.  During  this  time,  although 
he  had  never  been  taught  to  draw,  he  made  many 
little  sketches  that  were  much  admired  by  his 
friends. 

Boughton  did  not  remain  long  in  the  shop.  He 
left  it  to  study  art.  He  was  his  own  teacher  and 
his  studio  was  the  great  outdoor  world.  He  worked 
and  studied  in  the  silent,  shadowy  woods,  or  by  the 
rocky  shore  of  the  ocean,  and  was  so  successful 
that  in  a  few  years  he  earned  enough  money  by 
painting  to  enable  him  to  go  to  London  and  study 
with  some  of  the  great  masters.  Later  he  went  to 
Paris,  where  he  studied  for  several  years. 

This  artist  has  painted  many  pictures,  each 
of  which  tells  a  story  in  a  quiet,  simple  manner. 
Years  ago  he  became  interested  in  the  Pilgrims, 
and  a  number  of  his  best  pictures  show  the  life  of 
those  patient,  heroic  men  and  women  who  did 
what  they  thought  right  in  spite  of  all  difficulties 
and  dangers. 

Tell  in  your  own  words  the  story  of  this  artist. 


Literature  and  Art  97 

Lesson   56 
A   LETTER 

Write  a  letter  to  your  mother  describing  the  Pilgrims,  their 
Jiouses,  their  food,  and  their  friends. 

Tell  about  the  Thanksgiving  feast  which  the  Pilgrims  gave  and 
ivlw  vvere  their  guests. 

Remember  in  writing  to  begin  names  of  persons  and  places  witJi 
capital  letters.  Use  the  correct  form  in  words  showing  possession. 

Arrange  your  sentences  in  paragraphs  as  you  do  in  other  writ- 
ten work.  Be  careful  about  the  punctuation  and  the  arrangement. 

Enclose  your  letter  in  an  envelope  and  address  it  correctly. 

Lesson   57 

THANKSGIVING  DAY 

You  have  been  studying  about  the  Pilgrims'  Thanksgiving 
Day.  Tell  about  our  Thanksgiving  Day. 

Who  sets  the  date  of  it?  In  what  month  and  on  what  day 
of  the  week  is  it  ?  Why  is  it  kept  at  this  season  ? 

What  do  you  do  on  Thanksgiving  Day  ? 

If  you  enjoy  this  holiday,  tell  why. 

Lesson   58 
SUMMARY  OF  WEATHER  RECORDS 

Make  summaries  of  your  observations  on  the  iveather  for 
November. 

S/ioiu,  by  a  picture,  the  appearance  of  the  landscape  at  this  time. 
Tell  of  pleasant  things  to  do  during  long  evenings. 


98  Language    Through   Nature 


'•As  he  rocked  himself  in  his  little  arm-chair'1'' 

Lesson   59 

THE  STORY  OF  THE  WOOD 

WHAT  said  the  Wood  in  the  fire 
To  the  little  boy  that  night  - 
The  little  boy  of  the  golden  hair, 
As  he  rocked  himself  in  his  little  arm-chair 
When  the  blaze  was  burning  bright  ? 

The  Wood  said:    "See 

What  they've  done  to  me  ! 

I  stood  in  the  forest,  a  beautiful  tree, 


Literature  and  Art  99 


And  waved  my  branches  from  east  to  west, 

And  many  a  sweet  bird  built  its  nest 

In  my  leaves  of  green 

That  loved  to  lean 

In  springtime  over  the  daisies'  breast ! 

1 '  From  the  blossoming  dells 

Where  the  violet  dwells 

The  cattle  came  with  their  clanking  bells 

And  rested  under  my  shadows  sweet; 

And  the  winds  that  went  over  the  clover  and  wheat 

Told  me  all  that  they  knew 

Of -the  flowers  that  grew 

In  the  beautiful  meadows  that  dreamed  at  my  feet! 

•5f  #  *  *  #  * 

'  'And  the  lightning 
Came  brightening 
From  far  skies,  and  frightening 
The  wandering  birds  that  were  tossed  by  the  breeze 
And  tilted  like  ships  on  black,  billowy  seas ! 
But  they  flew  to  my  breast 
And  I  rocked  them  to  rest, 

While  the  trembling  vines  clustered  and  clung  to 
my  knees ! 

"  But  how  soon,"  said  the  Wood, 
' '  Fades  the  memory  of  good  ! 


ioo  Language   Through  Nature 

Though  with  sheltering  love  and  sweet  kindness  I 
stood, 

The  forester  came  with  his  ax  gleaming  bright, 

And  I  fell  like  a  giant,  all  shorn  of  his  might ! 

Yet  still  there  must  be, 

Some  sweet  mission  for  me  : 

For  have  I  not  warmed  you  and  cheered  you  to- 
night? " 

So  said  the  .Wood  in  the  fire 

To  the  little  boy  that  night - 

The  little  boy  of  the  golden  hair, 

As  he  rocked  himself  in  his  little  arm-chair— 

When  the  blaze  was  burning  bright. 

—  Frank  L.  Stanton. 

Write  in  your  own  words  the  story  of  this  poem. 

In  your  first  paragraph  tell  about  the  little  boy,  in  the  second 
describe  the  tree's  home  and  its  visitors,  and  in  the  third  explain 
what  happened  to  the  tree  and  what  new  work  it  found  to  do. 

Use  all  contractions  and  quotations  correctly. 
Make  pictures  illustrating  the  parts  of  the  poem  you  like  best, 

Lesson  60 

MODES   OF   HEATING 

Tell  how  your  home  is  heated  during  the  cold  season. 
How  is  your  schoolhouse  heated  ? 

Mention  all  the  ways  you  can  in  which  houses  are  heated. 
What  kinds  of  fuel  are  used  to  produce  the  heat  ? 


Literature  and 


Lesson  61 
A  WOOD  FIRE 

Where  have  you  seen  a  wood  fire  ? 

As  you  sat  by  the  fire  what  did  you  see  and  hear  ? 

After  the  wood  had  burned  away,  what  was  left  ? 

What  kind  of  wood  is  usually  used  for  fuel  ? 

Tell  where  it  is  obtained  and  how  it  is  prepared  for  use. 

Of  what  do  you  suppose  the  Pilgrims  made  their  fires,  and 
why  did  they  use  it  ?     Of  what  were 
the  Indians'  fires  made,  and  how 
did  they  start  a  fire  ? 

Lesson  62 
COAL 

Name   the    different 
kinds  of  coal. 

Tell  all  you  can  about 
each  kind. 

If  you  burn  coal  at  your 
home,  tell  which  kind  you  use. 

Where  do  you  get  it,  and 
how  is  it  measured  ? 

How  is  it  brought  to  your  home,  where  does  the 
dealer  get  it,  and  how  is  it  brought  to  his  yards? 

Tell  what  you  can  about  coal  mines. 

Sing  a  song  of  seasons,  something  bright  in  all, 
Flowers  in  the  summer,  fires  in  the  fall. 

—  Robert  Louis  Stevenson. 


Language   Through  Nature 


Lesson  63 


OTHER   USES  OF  COAL 

What  use  does  the  blacksmith  make  of  coal  ? 
Of  what  use  is  it  to  the  locomotive  engineer  ? 
For  what  is  it  used  on  steamboats  ? 
Of  what  use  is  it  in  factories  ? 

If  you  have  ever  seen  rolling  mills, 
tell  for  what  purpose  coal  is  used  there. 

You  may  tell  of  any  substances  whicJi 
you  know  of  that  are  obtained  from  coal. 

Write  about  the  different  kinds  of  fuel 
and  the  ways  in  which  they  are  used.  Write 
a  title  for  your  work. 

Use  capitals  and  punctuation  marks  cor- 
rectly, and  arrange  your  work  in  paragraphs. 

SUGGESTED  WORK 

There  is  an  interesting  experiment  which  you 
may  like  to  try.  Take  a  clay  pipe,  fill  the  bowl  with 
powdered  soft  coal.  Cover  the  bowl  with  a  mixture 
of  plaster  of  paris  and  water.  Hold  the  bowl  over 
the  flame  of  a  spirit  lamp  or  gas  jet  and  make  it  hot. 
You  can  easily  construct  a  support  of  sticks  and 
wire  for  holding  the  pipe  in  place,  as  it  will  become 
too  hot  to  hold  with  the  hand.  After  the  bowl 

has  become  hot,  hold  a 
lighted  match  near  the 
end  of  the  pipe-stem. 
Observe  what  happens. 
What  does  this  prove  ? 
If  you  perform  this 
experiment  write  an 
account  of  it,  telling  all 
you  do,  what  occurs, 
and  what  this  shows 


Wlicre  coal  is  used 


you. 


Literature  and  Art 


103 


Lesson  64 
LIGHT 

Of  what  use  is  sunlight  to  the  world  ? 

Tell  at  what  time  of  the  year  the  day  is  longest. 
When  do  the  days  become  short  and  the  nights  long  ? 
Which  is  the  longer  now  ? 
Why  do  we  need  light  in  our  homes  at  night  ? 
How  is  your  home  lighted  ? 
How  are  churches  and  halls  lighted  ? 
Why  is  artificial  light  needed  out  of  doors  at  night? 
/    How  are  our  streets  lighted  ? 

How  are  street  cars  and  trains  lighted  ? 
Tell  what  you  can  about  electric  lights. 
Make  pictures  of  street  lamps  you  have  seen. 


Lesson  65 

LIGHTHOUSES 

If  you  have  ever  seen  a  lighthouse,  tell 
where. 

Where  are  lighthouses  usually  built  ? 

What  kind  of  buildings  are  they  ? 

Tell  where  the  light  is  placed. 

For  whose  benefit  is  it  used  ?    Why  ? 

In  what  other  ways  might  a  warn- 
ing be  given  to  sailors  ? 

Tell  which  you  think  is  the  better 
way,  and  why. 

Make  a  picture  or  a  cutting  of  a  lighthouse 


Where  are  lighthouses 

built?" 


Language    Through  Nature 


Lesson  66 
WAYS  OF  LIGHTING  DWELLINGS 


Tell  of  the  use  of  gas  in  lighting 
From  where  does  it  come,  and  how  is  it 

One  use  of  gas  ^J       brought  to  the  hoUSCS  ? 

Tell  what  you  can  of  other  ways  of  lighting  houses. 
Mention  the  different  parts  of  a  lamp. 
What  things  are  really  necessary  to  produce  the  light? 
i        What  kind  of  oil  do  we  use  in  lamps  ? 
|       Of  whom  do  we  purchase  the  oil,  and  where 

does  he  get  it? 
*,    ^f     A  From  what  is  oil  obtained? 

'   In  what  have  you  seen  candles  held  ? 
Of  what  are  candles  made  ? 
What  part  of  the  candle  do  we  light  and . 
of  what  is  it  made  ? 

Before  candles  were  invented  how  do  you 
think  men  used  to  light  their  dark  dwellings  ? 


How  far  that  little  candle  throws  his  beams, 
So  shines  a  good  deed  in  a  naughty  world. 

—  Shakspere. 

Write  a  paragraph  about  eac/i  of  the  different  kinds  of  light. 
Tell  which  one  you  think  best  and  ivhy. 

SUGGESTED  WORK 

Light  a  wax  candle.  As  the  flame  heats  the  wax,  what  happens  ?  What 
do  you  see  just  around  the  wick?  What  prevents  this  from  flowing  away? 
What  do  you  think  becomes  of  it  ? 

Blow  out  the  light.  What  do  you  see  now  around  and  above  the  wick  ? 
Hold  a  lighted  match  in  what  you  see,  but  do  not  touch  the  wick.  Into  what 
was  the  cold  solid  wax  changed?  Into  what  do  you  think  the  melted  wax  was 
changed  ?  What  do  you  think  has  caused  these  changes  ? 

Write  about  this  experiment,  telling  all  you  Jiave  done  and  what  you  saw. 


Literature  and  Art  105 

Lesson  67 

WINTER  SONG 

HURRAH  for  the  jolly  old  winter, 
The  king  of  the  seasons  is  he, 
Though  his  breath  is  cold  and  icy, 

His  heart  is  full  of  glee. 
He  piles  up  the  beautiful  snowflakes 

On  the  apple  trees  bare  and  brown, 
And  laughs  when  the  north-wind  shakes  them, 
Like  a  shower  of  blossoms  down. 

Hurrah  for  the  jolly  old  winter, 

He  shouts  at  the  door  by  night, 
1 '  Come  out  where  the  ice  is  gleaming 

Like  steel  in  the  cold  moonlight." 
Like  swallows  over  the  water, 

The  skaters  merrily  go, 
There's  health  in  the  blustering  breezes, 

And  joy  in  the  beautiful  snow. 

—  Emily  Hunting  ton  Miller. 


io6 


Language   Through  Nature 


Copy  this  poem  and  memorize  it. 

Remember  that  the  first  word  of  every  line  of  poetry  begins 
with  a  capital  letter. 

Notice  the  quotation  in  the  last  stanza  and  be  careful  to  inclose 
it  in  quotation  marks.  When  writing  a  contraction  remember  to 
use  the  apostrophe.  Place  all  other  punctuation  marks  carefully. 

Make  pictures  or  cuttings  to  illustrate  winter  sports. 


The  beautiful  snow 

If  you  like  the  winter  season,  tell  why. 

Describe  any  place  where  you  have  seen  snow  piled  up. 

Of  what  use  is  snow  to  the  roots  of  plants  ? 

In  what  previous  poem  is  snow  spoken  of  as  "  bedclothes  "  ? 

What  did  the  grass  call  the  snow  in  the  poem  on  page  38  ? 


Literature  and  Art  107 

"  Whene'er  a  snowflake  leaves  the  sky, 
It  turns  and  turns  to  say  'good-by,' 
'  Good-by,  dear  cloud,  so  cool  and  gray, ' 
Then  lightly  travels  on  its  way." 

Mention  sports  that  you  enjoy  when  the  snow  comes. 

If  you  ever  went  coasting,  tell  about  it. 

How  do  you  make  a  snow  fort  ? 

If  you  ever  made  a  snow  man,  tell  about  it. 

Which  of  these  sports  do  you  like  best  ? 

Mention  places  where  much  snow  falls. 

Tell  about  the  weather  in  such  places. 

Why  does  snow  never  fall  in  some  places  ? 

Make  pictures  showing  how  some  people  use  snow  in  house- 
building. 

Lesson  68 

SNOWFLAKES 

IF  we  could  travel  up  to  the  clouds  we  should 
find,  as  we  came  into  a  freezing  atmosphere, 
the  particles  of  vapor  being  built  up  into  tiny  solid 
crystals  of  snow. 

If  you  go  out  after  a  snowstorm  and  look  care- 
fully you  will  see  that  the  snowflakes  are  not  mere 
lumps  of  frozen  water,  but  beautiful  six-pointed 
crystal  stars.  The  snow-stars  are  so  white  and 
pure  that  when  we  want  to  speak  of  anything 


io8  Language    Through  Nature 


being  spotlessly  white  we  say  that  it  is  ' '  white  as 
snow."  Some  of  these  crystals  are  flat  slabs  with 
six  sides.  Others  are  stars  with  six  rods  or  spikes 
springing  from  the  center.  Others  have  each  of 
the  six  spikes  formed  like  a  delicate  fern.  Thou- 
sands of  different  forms  of  snowflakes  have  been 
found,  yet  they  are  all  on  the  same  plan.  They  all 
have  six  sides  or  six  points.  They  are  all  made 
dazzlingly  white  by  the  reflection  of  the  light  from 
the  faces  of  the  crystals  and  the  tiny  air  bubbles 
within  them. 

If  you  hold  some  snow  in  your  hand  it  soon 
melts,  and  you  have  only  a  little  water  left.  The 
crystals  are  all  gone  and  the  air  bubbles  are  set 
free.  Nothing  is  left  to  act  as  looking-glasses  to 
reflect  the  light. 

—  Adapted  from  Arabella  Buckley. 

Look  for"  crystals  in  the  snow.  Do  you  find  many  differ- 
ent forms  ?  Count  the  faces  or  points. 

Place  a  crystal  on  your  sleeve  or  mitten  and  see  it  sparkle 
as  the  faces  reflect  the  light. 


Six  forms  of  snow  crystals 


Literature  and  Art  log 

Make  a  few  draivings  of  the  snow  crystals  that  you  find. 
Write  a  description  of  a  snoiv storm  that  you  have  seen. 

Out  of  the  bosom  of  the  air, 

Out  of  the  cloud-folds  of  his  garments  shaken, 
Over  the  woodlands  brown  and  bare, 

Over  the  harvest-fields  forsaken, 
Silent,  and  soft,  and  slow 

Descends  the  snow. 

—  Henry  W.  Longfellow. 

Lesson  69 

A   WONDERFUL  WEAVER 

r  I  "HERE'S  a  wonderful  weaver 

High  up  in  the  air, 
And  he  weaves  a  white  mantle 

For  cold  earth  to  wear. 
With  the  wind  for  his  shuttle, 

The  cloud  for  his  loom, 
How  he  weaves,  how  he  weaves. 

In  the  light,  in  the  gloom. 

Oh,  with  finest  of  laces, 

He  decks  bush  and  tree; 
On  the  bare,  flinty  meadows 

A  cover  lays  he. 


no  Language    Through  Nature 

Then  a  quaint  cap  he  places 

On  pillar  and  post, 
And  he  changes  the  pump 

To  a  grim,  silent  ghost. 

But  this  wonderful  weaver 

Grows  weary  at  last; 
And  the  shuttle  lies  idle 

That  once  flew  so  fast. 
Then  the  sun  peeps  abroad 

On  the  work  that  is  done; 
And  he  smiles:  'Til  unravel 

It  all,  just  for  fun." 

— George  Cooper, 

Write  three  paragraphs  about  "A  Wonderful  Weaver" 
In  your  first  paragraph  tell  who  you  think  he  is,  with  what  he 
works,  and  when  he  works. 

In  the  second  paragraph  describe  what  he  does. 

In  the  last  paragraph  tell  what  happens  to  his  work. 

Lesson   70 

A  PICTURE  STUDY 

What  do  you  see  in  this  picture  ? 
What  tells  you  about  the  season  ? 
Of  what  do  the  shadows  tell  ? 

Where  is  the  tree  that  casts  the  long  shadow  across  the 
foreground  ?    What  kind  of  trees  do  you  see  in  the  picture  ? 


From  a  Panting  by  Svend  Svendsen 
A  WINTER  SUNRISE 


ii2  Language    Through  Nature 

Why  do  the  trunks  of  some  of  the  trees  look  so  much 
whiter  than  others? 

What  do  the  tracks  in  the  road  tell  you  ? 

Tell  what  you  notice  about  the  width  of  the  road. 

In  which  direction  does  the  road  curve,  and  why  can  we 
not  see  it  farther  ?  Where  do  you  think  the  road  leads  ? 

Why  are  the  buildings  so  close  together? 

Tell  what  you  notice  about  the  shape  and  height  of  these 
buildings.  Of  what  kind  of  life  does  such  a  home  tell  ? 

Why  are  none  of  the  people  who  live  in  this  home  to  be 
seen  out  of  doors  ? 

What  do  you  see  in  the  distance  ? 

Tell  what  you  like  best  about  this  picture,  and  why. 

Lesson   71 

SVEND   SVENDSEN 

FAR  to  the  north,  and  on  the  other  side  of  the 
sea,  is  a  beautiful  country  called  Norway. 
The  mountains  there  are  high.  In  the  green  val- 
leys between  the  mountains  are  great  forests  of 
birch,  and  pine,  and  fir  trees.  In  this  far  country 
there  are  also  many  lakes  of  sparkling  water  as  blue 
as  the  sky  above  them. 

Not  many  years  ago  a  little  boy  whose  name 
was  Svend  Svendsen  lived  in  this  land  of  Norway. 
This  boy  always  played  out  of  doors,  and  his  eyes 
were  quick  to  see  the  beautiful  things  about  him. 


Literature   and  Art 


He  saw  the  splendor  of  the  morning  sunshine  upon 
the  green  hills,  and  the  long  purple  shadows  of  the 
trees  upon  the  freshly  fallen  snow.  He  liked  to 
walk  alone  in  the  silvery  moonlight,  finding  some- 
thing beautiful  everywhere  he  went. 

One  bright  spring  day  a  tall  stranger  with  a 
bundle  on  his  back  came  walking  down  the  little 
valley  in  which  Svend  Svendsen  lived.  When  he 
came  to  a  cluster  of  white  birches  which  grew  by 
the  side  of  a  noisy  brook  he  stopped,  undid  his 
bundle,  set  up  his  easel,  and  began  to  paint.  Now 
this  little  clump  of  trees  was  one  of  the  things  that 
the  boy  loved  most.  He  wanted  to  see  what  the 
man  was  doing,  so  he  crept  up  behind  and  watched 
him  at  his  work.  As  the  picture  grew  before  his 
beauty-loving  eyes,  how  wonderful  it  all  seemed  to 
him  !  His  heart  beat  fast  with  delight. 

When  the  stranger  had  finished  the  picture  he 
folded  his  easel  and  rose  to  go.  Without  a  word 
Svend  Svendsen  picked  up  the  artist's  stool  and 
followed  him  down  the  road.  From  that  day  the 
little  boy  and  the  tall  stranger,  who  was  one  of  the 
great  artists  of  the  North  country,  were  friends,  and 
the  man  taught  the  boy  how  to  paint.  Svendsen 
worked  hard  and  studied  long,  till  he  became  a 


Language    Through  Nature 


great  artist.  He  has  painted  many  beautiful  pic- 
tures, and  in  some  of  them  you  can  see  the  morn- 
ing sunshine  on  the  green  hills,  or  the  long  purple 
shadows  upon  the  freshly  fallen  snow,  or  the  gleam 
of  silvery  moonlight  over  the  quiet  earth,  just  as  he 
saw  them  when  a  little  boy  in  Norway  years  ago. 

Among  the  most  beautiful  pictures  which  he 
has  painted  is  the  one  you  have  been  studying. 
In  it  you  can  see  a  little  Norwegian  farmhouse 
nestling  in  a  quiet  valley.  Perhaps  it  was  in  just 
such  a  home  as  this  that  Svend  Svendsen  lived 
when  a  boy.  Perhaps  these  are  some  of  the  white 
birches  which  grew  near  his  home,  and  which  he 
remembered  and  put  into  this  picture. 

Mr.  Svendsen  has  left  Norway  and  now  lives  in 
America,  but  his  pictures  tell  us  that  he  still  loves 
his  Norwegian  home. 

Tell  this  story  in  your  own  words. 

Oh,  now  hurrah  for  sleds  and  skates  ! 
A  polar  expedition  waits 
When  school  is  done  each  day  for  me, 
Off  for  the  ice-bound  arctic  sea. 

—  From  "  Song  for  Winter"  by  Frank  Dempster  Sherman. 


Literature  and  Art  7/5 

Lesson   72 
ICE 

When  winter  conies  what  happens  to  the  water  in  small 
lakes  and  streams  ?  What  do  boys  and  girls  then  do  ? 

Describe  any  places  where  you  ever  went  skating  or  slid- 
ing on  the  ice.  Mention  other  ways  of  traveling  on  the  ice. 

Tell  what  you  know  about  ice-boats. 

For  what  do  we  use  ice  during  the  hot  summer  weather  ? 

From  whom  do  we  get  it?     How  is  ice  kept  from  melting? 

In  what  kinds  of  business  is  ice  very  necessary  ? 

What  do  you  know  about  the  work  of  cutting  and  stor- 
ing ice  ?  What  can  you  tell  about  artificial  ice  ? 

The  ice  is  strong  upon  the  creek, 

The  wind  has  roses  for  the  cheek, 

The  snow  is  knee-deep  all  around, 

And  earth  with  clear  blue  sky  is  crowned. 

— From  " Song  for  Winter"  by  Frank  Dempster  Sherman, 

SUGGESTED  WORK 

Fill  a  bottle  with  water,  cork 
it  and  leave  it  out  of  doors  on 
a  cold  night.    Tell  what 
happens,  and  why. 

Put  a  little  water^ 
into  a  tin  pail  or  pan, 
and  let  it  freeze  solid,  f 
Explain  what  you  see. 

Notice    the    ice 
around    the    edge   of      "v;  ^^i 
the  pond.     If  there  are 
sticks  or  stones  showing 
above  the  surface  of  the  water, 
notice  the  way  the  ice  forms  around  them.  "Wken  winter  comes" 

From  all  these  things  tell  whether  you  think  water  takes  up  more  room 
or  less  when  it  is  frozen.  Can  you  find  any  crystals  in  the  ice  ? 


Language    Through  Nature 


UP  AND  DOWN 


THE  sun  is  gone  down 
And  the  moon's  in  the  sky, 
But  the  sun  will  come  up 
And  the  moon  be  laid  by. 

The  flower  is  asleep, 

But  it  is  not  dead, 
When  the  morning  shines 

It  will  lift  its  head. 

When  winter  comes, 

It  will  die  !  no,  no, 
It  will  only  hide 

From  the  frost  and  snow. 


Literature  and  Art  7/7 

Sure  is  the  summer, 

Sure  is  the  sun ; 
The  night  and  the  winter 

Away  they  run. 

—  George  Macdonald. 

Copy  this  poem,  placing  all  marks  of  punctuation  carefully. 
Remember  that  the  first  word  of  every  line  of  poetry  begins  with 
a  capital  letter. 
Learn  the  poem. 

What  is  the  meaning  of  the  contraction  in  the  first  stanza  ? 

If  you  like  this  poem,  tell  why. 

What  have  you  learned  in  previous  lessons  how  plants  live 
when  covered  by  the  snow  ? 

Tell  about  the  length  of  day  at  this  season. 

How  do  you  know  that  there  is  a  difference  in  the  length 
of  day  ? 

What  causes  night  and  winter  to  "  run  away  "  ? 

Why  are  we  glad  when  the  days  begin  to  grow  longer 
again  ? 

Draw  pictures  which  are  suggested  by  this  poem. 

Lesson   74 

THE   FIRST  CHRISTMAS   DAY 

"  There's  a  song  in  the  air  ! 

There's  a  star  in  the  sky ! 

There's  a  mother's  deep  prayer, 

And  a  baby's  low  cry ! 

And  the  star  rains  its  fire  while  the  Beautiful  sing, 
For  the  manger  of  Bethlehem  cradles  a  King! " 


ii 8  Language    Through  Nature 

ALONG,  long  time  ago  people  became  unhappy 
when  the  days  grew  short  and  dark  and  cold. 
They  saw  that  plants  stopped  growing,  that  animals 
crept  into  hiding  places,  and  that  the  sky  was  dark 
and  gloomy.  There  was  little  they  could  do,  and 
they  became  anxious  and  afraid. 

'But  when  the  days  grew  longer  and  full  of 
warmth  and  light,  the  people  lost  their  fear.  Ani- 
mals came  from  their  hiding  places,  birds  sang,  the 
earth  was  beautiful  with  growing  plants,  and  the 
land  was  full  of  plenty.  Then  the  people  were  busy 
and  happy,  and  feasted,  and  gave  each  other  gifts 
to  show  their  joy  at  the  returning  light. 

After  many  years  there  came  a  night  when  some 
shepherds,  watching  their  flocks  on  a  hillside,  heard 
a  new  message  which  was  for  all  the  world.  They 
saw  a  wonderful  light  in  the  sky,  and  heard  a  song 
not  heard  before  on  earth. 

" '  What  means  that  star,'  the  shepherds  said, 
'  That  brightens  through  the  rocky  glen  ? ' 

And  angels,  answering  overhead, 

Sang,  '  Peace  on  earth,  good-will  to  men ! ' ' 

They  were  told  that  a  child  was  born  who  should 
bring  peace  and  good-will  unto  the  world.  Then, 
leaving  their  sheep,  they  sought  for  this  child,  and 


Literature  and  Art 


when  they  had  found 
him  they  went  and  told 
others  the  good  news. 

When  this  child  be- 
came a  man  he  taught 
people  to  be  kind  and 
gentle  and  loving. 
Their  hearts  became 
full  of  light  and  glad- 
ness, and  darkness  no 
longer  made  them 
afraid. 

This  great  teacher 
was  called  "The  Light 
of  the  World,"  and  on 
his  birthday  people 
began  to  give  each 
other  gifts  and  greet- 
ings in  token  of  their 
gladness  and  good- 
will. Now  this  birth- 
day is  kept  by  many  people  and  in  many  lands. 

Tell  how  we  celebrate  Christmas  in  this  country. 
How  are  you  going  to  make  some  one  happy  on 
this  Christmas  day? 


From  a  painting  by  Holman  Hunt 
THE  LIGHT  OF  THE  WORLD  " 


120  Language    Through  Nature 

Lesson   75 

THE   FIRST   CHRISTMAS  TREE 

IN  a  quiet  glade  in  the  depths  of  a  northern  forest 
was  once  gathered  a  strange  company.  It  was 
night,  but  the  people  could  be  plainly  seen  by  the 
light  of  an  immense  fire  that  burned  in  their  midst. 
There  were  warriors  in  armor,  aged  men  in  fur 
mantles,  women  in  robes  of  white,  and  little  chil- 
dren in  garments  of  lamb's  wool.  Their  faces  told 
of  sorrow  and  fear.  Their  harvests  had  failed; 
there  was  sickness  among  them  which  none  could 
cure;  their  warriors  had  been  beaten  in  battle;  and 
the  days  had  grown  cold  and  short.  They  believed 
that  all  this  trouble  had  come  upon  them  because 
the  power  they  worshiped  was  angry.  They 
thought  this  God  would  be  pleased,  and  his  favor 
be  won  again,  by  offering  him  a  sacrifice.  For  this 
purpose  they  had  gathered  under  a  great  oak, 
which  was  their  sacred  tree. 

While  they  were  preparing  for  this  sacrifice  a 
little  band  of  men  suddenly  appeared,  and  every- 
one paused  to  ask  what  errand  brought  them  there. 

The  leader  of  the  band  sprang  upon  their  altar 


Literature  and  Art  121 

and  told  them  that  he  had  come  to  teach  them  a 
new  worship.  They  need  no  longer  fear  darkness 
nor  offer  sacrifices  of  blood.  He  would  teach  them, 
as  he  had  been  taught,  a  better  way.  They  listened 
to  him  gladly  and  accepted  his 
message  with  rejoicing. 

He  cut  down  the   dark   oak 
tree  that  stood  for  the  Power 
they  feared,  and  taking  a 
young  fir  tree  that  stood 
straight  and  green,  with 
its  top  pointing  to  the 
stars,  he  said,  "Here  is 
the  living  tree ;  it  shall 
be  the  sign  of  your  new 
worship.      See    how    it 
points  to  the  sky.    Let  us  take 

.,  i    •     r  j-     •      >       1       1 1    »  "^  young  fir  tree  that  stood 

it   tO    yOUr  Chieftain  S    hall.  Straight  and  green" 

So  they  carried  the  little  tree  in  joyful  proces- 
sion and  set  it  in  the  midst  of  the  chieftain's  great 
hall.  They  kindled  lights  among  its  branches,  and 
as  its  sweet  odor  filled  the  house  they  listened  while 
the  stranger  told  them  of  the  first  Christmas,  and 
of  the  message  of  peace  on  earth  and  good-will  to 
men. 


122  Language   Through  Nature 

Now,  in  homes  in  many  lands,  children  gather 
about  green  fir  trees  at  Christmas  time,  and  with 
good-will  and  gladness  listen  while  the  story  of  the 
first  Christmas  is  told  again. 

—  Adapted  from  "  The  First  Christmas  Tree"  by  Henry  van  Dyke. 

Tell  the  story  of  the  first  Christmas  tree  in  your 
own  words. 

Tell  what  is  put  on  your  Christmas  tree. 

Lesson   76 

THE  GIFT-BEARER 

Of  what  time  does  the  picture  on  the  opposite  page  tell  ? 
From  whom  is  a  visit  expected  ? 
Describe  the  visitor  and  tell  how  he  travels. 
What  will  he  bring  ? 

Why  are  the  stockings  hanging  near  the  fireplace  ? 
If  you  have  ever  tried  to  help  Santa  Claus  by  making  a 
gift  for  some  one,  you  may  tell  about  it. 

Make  cuttings  of  things  which  you  think  the  children,  whose 
stockings  you  see  in  the  picture,  would  like  to  have  Santa  Claus  bring 
them. 

Write  a  letter  to  your  father  or  mother  telling  what  you  would 
like  to  have  Santa  Claus  bring  you. 

Arrange  and  punctuate  carefully. 

Put  the  letter  into  an  envelope  and  address  it  correctly. 


Literature  and  Art 


123 


"The  night  before  Christmas •" 

Lesson  77 

ANOTHER  GIFT-BEARER 

IN   far-off  Russia  the  children  think  that  their 
gifts  are  brought  by  a  little  old  woman,  Bab- 
oushka.     This  is  the  story  they  tell  about  her. 

Long,  long  ago  an  old  woman  was  cleaning  her 
house  when  she  saw  approaching  three  strange- 
looking  men.  She  asked  them  where  they  were 


Language    Through  Nature 


going.  They  told  her  they  were  seeking  a  wonder- 
ful child  of  whose  birth  they  had  heard.  They  had 
beautiful  gifts  for  this  child  and  asked  the  old 
woman  to  go  with  them  and  offer  her  gifts,  too. 
She  said  she  would  do  so  if  they  would  wait  until 
she  finished  her  cleaning.  But  they  answered, 
11  We  may  not  wait;  we  follow  a  star." 

After  they  had  gone  she  kept  thinking  of  the 
child  and  wished  she  had  left  her  work.  But  the 
men  could  no  longer  be  seen,  and  though  she  tried 
she  could  not  find  the  way  to  the  place  of  which 
they  had  told  her. 

Since  then,  each  year  as  the  d,ay  returns,  the 
little  old  woman  goes  through  all  the  land  leaving 
gifts  for  every  child.  She  hopes  that  among  the 
children  she  may  some  day  find  the  one  she  has 
sought  so  long. 

Tell  this  story  in  your  own  words. 
Describe  any  other  Christmas  customs  of  which 
you  know. 

Thy  own  wish,  wish  I  thee  in  every  place, 

The  Christmas  joy,  the  song,  the  feast,  the  cheer, 

Thine  be  the  light  of  love  in  every  face 

That  looks  on  thee,  to  bless  thy  coming  year. 

—  Celia  Thaxter. 


Literature  and  Art 


125 


"Ring  out,  wild  bells" 

Lesson   78 

THE   NEW   YEAR 

RING  out,  wild  bells,  to  the  wild 
sky, 

The  flying  cloud,  the  frosty  light: 
The  year  is  dying  in  the  night; 
Ring  out,  wild  bells,  and  let  him  die. 

Ring  out  the  old,  ring  in  the  new, 
Ring,    happy    bells,    across    the 
snow: 


126  Language    Through  Nature 

The  year  is  going,  let  him  go ; 
Ring  out  the  false,  ring  in  the  true. 

—  From  "In  Memorzam"  by  Alfred  Lord  Tennyson. 

Who  wrote  these  stanzas  ?    What  are  they  about  ? 
Of  what  kind  of  night  do  they  tell  ? 
Why  do  the  bells  ring  ? 

Tell  why  you  think  Tennyson  calls  them  "  happy  bells." 
What  greeting  do  we  give  each  other  on  the  first  morning 
of  the  new  year  ? 

Every  day  is  a  fresh  beginning, 
Every  morn  is  the  world  made  new. 

•*  #  #  # 

Only  the  new  days  are  our  own; 
To-day  is  ours  and  to-day  alone. 

—  Susan  Coolidge. 

Lesson   79 

REVIEW  OF  THINGS  TO   REMEMBER 
WHEN  WRITING 

Tell  what  you  have  learned  about  the  uses  of  capital 
letters.  When  should  a  question  mark  be  used  ? 

Tell  what  you  know  about  the  use  of  the  period. 

How  is  a  word  that  shows  ownership  written  ? 

What  do  the  following  parts  of  a  letter  tell.  The  head- 
ing ?  The  date  ?  The  salutation  ?  The  signature  ? 

Where  should  the  first  line  of  a  paragraph  begin  ? 


Literature  and  Art  127 

Write  a  letter  to  your  teacher  telling  how  you  spent  Christinas 
Day,  and  also  what  you  enjoyed  most  during  your  vacation. 

Be  careful  in  regard  to  arrangement,  in  the  use  of  capital  letters, 
and  in  punctuation. 

Lesson  80 
THE  SEASONS 

f  March  Autumn  f  September 

Spring  \  April  or       J  October 

[  May  Fal1       [  November 

f  June  f  December 

Summer  \  July  Winter  \  January 

i  August  ^  February 

"Spring,  summer,  autumn,  winter, 
All  are  beautiful  and  dear. 
Spring,  summer,  autumn,  winter, 
Make  a  glad  and  varied  year." 

Write  a  paragraph  telling  about  the  division  of  the  year  into  sea- 
sons, and  naming  the  months  in  each  season. 

Write  a  paragraph  about  each  season,  telling  in  each  some  of  the 
following  things : 

What  you  like  best  about  it. 

Some  kind  of  work  that  is  done  at  that  time. 

The  plays  or  games  you  like  best  in  each  season. 

Some  holiday  in  each  season. 

Make  a  summary  of  your  weather  records  for  December. 


128  Language   Through  Nature 

Lesson  8 1 
TELLING  TIME 

KATE  sat  in  her  father's  great  armchair.     She 
was  all  alone  and  the  house  seemed  very  still. 
' '  Tick-tock,  tick-tock, "  said  the  clock. 
Its  voice  seemed  very  loud  in  the  quiet 
house. 

Kate  looked   at  the  clock  and 
listened   to   its   steady  ticking  for 
awhile  ;  then  she  said  aloud  :  "We 
could  not  do  without  a  clock.     It 
tells  us  when  it  is  time  to  get  up; 
it  tells  us  when  it  is  time  to  go  to 
school;  it  tells  us  when  to  eat  dinner. 
What  would  people  do  without  clocks?" 
"Tick-tock,    tick-tock,"    answered    the 
clock.     ' '  Long  ago  people  had  no  clocks, 
my  dear  little  Kate." 

"Why,"  said  Kate,  "how  did  they  tell 
time  then?" 

"Oh,"  said  the  clock,  "they  had  many 
^ick-  A j  ways  of  doing  that.  First  of  all,  they  told 
%£,'  m  time  by  the  sun.  Then  they  measured 

said     »» 

c/^"I      i  time  by  shadows." 


' 


Literature   and  Art 


T2() 


"How  could  they  measure  time  by  shadows?" 
asked  Kate  in  surprise. 

"I'll  tell  you,"  said  the  clock,  "and  then  you  can 
do  it  yourself.     On  the  next  sunny  morning  set  a 
stick  in  the  ground.     Watch  its  shadow.     Notice 
in    which    direction    the    shadow 
points  and  how  long  it  is  in  the 
early  morning.     Look  again  in 
the  forenoon  and  again  at  noon. 
See  in  which  direction  the 
shadow  points  in  the  afternoon 
and  notice  its  length  as  night 
comes    on.     The    shadow-stick 
was   one  way   of  telling  time.  ^% 
Then  some  one  made  a  sundial." 

' '  Please  tell  me  about  that, ' '  said  Kate. 

"Well,"  said  the  clock,  "a  sundial  looks  some- 
what like  a  small  square  table  made  of  stone  or 
wood  with  a  three-cornered  piece  of  metal  standing 
in  the  center.  On  the  table  top,  or  dial,  there  were 
figures  showing  the  length  of  the  shadow  which  this 
piece  of  metal  cast  at  different  hours  of  the  day." 

"That  was  a  very  nice  way,"  said  Kate,  "only  I 
don't  see  how  people  could  tell  time  by  the  shadow- 
stick  or  sundial  on  cloudy  days  or  at  night." 


A  sundial 


fjo  Language    Through  Nature 

"They  couldn't,"  said  the  clock,  "so  some  one 
invented  the  water  clock.  With  this,  time  was 
measured  by  the  flowing  of  water  through  a  small" 
opening  in  a  globe  or  tube.  Then  the  hourglass 
was  made.  In  it  sand  was  used  instead  of  water." 
"Oh,"  said  Kate,  "I've  seen  an  hourglass. 
Grandma  has  one.  She  often  lets  me  use  it." 

' '  Sometimes  people  forget  to  turn  the  hourglass 
over,"  said  the  clock,  "and  then  they  lose  track  of 
the  time.  But  about  a  thousand  years  ago  a  great 
king  invented  a  way  of  telling  time  by  candles." 

"Oh,  yes,  I  have  read  about  that,"  cried 
Kate;  "that  was  King  Alfred.  I  think  his 
way  was  very  good,  indeed." 

' '  It  was, "  said  the  clock,  ' '  but  at  last  a  man 
made  the  first  clock,  and  I  think  that  is  the 
best  way  of  all ;  don't  you?" 

What  word  in  the  first  sentence  of  this  story  shows  owner- 
ship? 

Find  examples  of  divided  quotations  in  this  story,  and 
what  is  the  method  of  punctuating  them  ? 

What  contractions  do  you  find,  and  what  does  each  mean  ? 

You  will  fii^d  words  in  this  story,  such  as  shadow-stick, 
which  are  made  by  putting  two  words  together. 

Words  made  by  putting  two  words  together  are  called 
compound  words.  The  parts  of  a  compound  word  are  con- 
nected by  a  hyphen. 


Literature  and  Art 


Of  what  other  use  of  the  hyphen  do  you  know  ?    Find  an 
example  of  such  use  in  this  story. 

Write  this  story  in  your  own  words. 
Use  capital  letters  correctly  in  the  title. 
If  you  use  the  words  I  or  O,  write  them  in  capital  letters. 
Use  quotation  marks,  hyphen,  and  all  other  necessary  punctua- 
tion marks  correctly. 

Arrange  your  story  in  paragraphs. 

'  '  Take  care  of  the  minutes  ;  they  come  and  are  gone  ; 
Yet  in  each  there  is  space  for  some  good  to  be  done. 
Our  time  is  a  talent  we  hold  from  above; 
May  each  hour  have  us  richer  in  wisdom  and  love  !  " 

SUGGESTED  WORK 

1.  Fasten  an  upright  piece  of  wood  or  cardboard  to  a  foundation.     Place 
this  in  the  window  so  that  the  upright  casts  a  shadow,  and  mark  the  place 
where  the  shadow  falls  at  a  certain  hour.     With  the  stick  in  the  same  position 
repeat  this  each  day  and  see  if  the  shadow  falls  at  the  same  place  and  hour. 

Do  you  think  this  is  a  good  way  to  tell  time? 

2.  Take  a  large  bottle,  fill  it  with  water  and  put  in  a  tight  cork.   Through 
the  cork  make  a  small  hole  so  that  the  water  will  slowly  drop  out  when  the 
bottle  is  inverted  or  held  upside  down.     Remove  the  top  and  bottom  of  a  chalk 
box  and  make  a  hole  in  one  end,  into  which  the  neck  of  the  inverted  bottle  may 
be  put.     Place  an  empty  cup  under  the  cork  and  see  how  much  water  drops 
into  it  in  one  hour.     Measure  the  water  that  the  bottle  will  hold  to  see  how 
many  such  quantities  it  contains. 

How  many  hours  of  time  will  this  measure  ? 

3.  Take  two  empty  ink  or  mucilage  bottles  ;  fit  them  with  corks.     In  the 
center  of  each  cork  make  a  small  hole.     See  that  the  corks  are  even  with  the 
tops  of  the  bottles.     Put  a  handful  of  fine  dry  sand  into  one  bottle.      Invert 
it  and  see  how  much  sand  runs  out  in  a  minute.     Put  this  quantity  into  the 
second  bottle  and  empty  all  the  sand  out  of  the  first  one.     Invert  one  bottle 
over  the  other  so  that  the  holes  in  the  corks  are  opposite  each  other  and  fasten 
the  necks  together.     Sealing  wax  may  be  used  for  this.     See  if  you  can  use 
this  to  measure  time. 

How  could  you  change  it  so  that  it  would  measure  five  minutes? 

4.  Measure  a  new  candle.     Light  it  and  let  it  burn  for  one  hour.     At  the 
end  of  the  hour  measure  it  again  to  see  how  much  has  burned  away.     How 
many  hours  could  this  candle  measure  ?   Mark  it  by  notches  or  bands  of  colored 
thread  to  show  the  number  of  hours. 


Language    Through  Nature 


Lesson  82 
THE  CLOCK 

Mention  the  important  parts  of  a  clock  and  tell  the  use  of 
each  part.  Tell  about  some  of  the  places  in  which  you  have 
seen  clocks  used. 

What  do  we  call  the  "clocks"  which  we  carry  in  our 
pockets  ? 

Tell  of  all  the  ways  in  which  you  think  clocks  are  better 
for  telling  time  than  other  ways  about  which  you  know. 

Make  a  design  for  a  clock. 

Lesson  83 
AURORA 

A   Greek  Story 

\  URORA,  the  goddess  of  the  dawn,  opened  the 
-£*•  gates  of  day.  As  she  flew  through  the  air, 
dressed  in  filmy  garments  of  rainbow  hues,  the 
dark  clouds  of  night  vanished  and  the  east  was 
filled  with  a  rosy  light.  The  birds  woke  to  greet 
her  with  their  glad  morning  songs,  and  she  scat- 
tered sweet  flowers  and  glittering  dewdrops  over 
the  sleeping  earth.  Behind  her  came  her  brother, 
the  bright  and  beautiful  sun-god,  Apollo.  He  sat 
in  his  splendid  golden  chariot,  guiding  his  fiery 
horses  across  the  sky.  Around  him,  hand  in  hand, 


Literature   and  Art 


133 


danced  a  group  of  happy  maidens.  They  were  the 
hours  bringing  to  mortals  the  joys  and  duties  of 
the  day.  Above  them  all,  the  glorious  morning 
star  lighted  the  way. 

Write  this  story  in  your  own  words. 

Arrange  the  story  in  four  paragraphs,  as  follows :  In  the  first 
paragraph  describe  A  urora  and  tell  what  she  brought ;  in  the  second 
paragraph  tell  what  happened  on  earth  at  her  coming ;  in  the  next 
paragraph  tell  who  followed  her  and  what  he  ivas  doing ;  and  in  the 
last  paragraph  tell  who  accompanied  Apollo  and  what  they  brought. 


A URORA 


From  a  painting  by  Guido  Rent 


Lesson  84 

A  PICTURE  STUDY 

Study  this  picture  and  tell  what  you  think  the  different 
figures  represent. 

How  do  you  think  this  company  is  moving  ? 
Tell  why  you  think  so. 


134  Language    Through  Nature 


Is  the  picture  one  of  sorrow  or  of  joy  ?    How  is  this  shown  ? 
What  do  you  think  the  artist  thought  about  the  dawning 
of  a  day?     How  has  he  shown  this? 

What  do  you  like  best  in  this  picture  ? 

Lesson  85 

GUIDO  RENI 

MORE  than  three  hundred  years  ago,  in  the 
quaint  old  city  of  Bologna,  a  beautiful  dark- 
eyed  baby  was  born.  This  baby  was  Guido  Reni. 
His  father  was  a  musician,  and  often,  as  he  looked 
with  proud,  loving  eyes  at  his  little  son,  he  ex- 
claimed, ''The  boy  has  the  face  of  an  angel.  We 
must  make  a  musician  of  him."  When  Guido  grew 
old  enough  his  father  taught  him  to  play  upon  the 
flute,  the  harpsichord,  and  other  instruments,  and 
gave  him  lessons  in  singing. 

The  boy  sang  sweetly  and  played  well,  but  there 
was  something  he  loved  far  better  than  making 
music,  and  that  was  making  pictures.  He  sketched 
figures  on  scraps  of  paper,  and  when  by  his  father's 
orders  paper  was  kept  from  him,  he  drew  pictures 
on  the  walls  of  the  house  and  in  the  dust  that  lay 
thick  upon  the  pavement  of  the  old  courtyard  of 
his  home. 


Literature  and  Art  135 

This  made  Guide's  father  very  angry,  for  he  had 
determined  that  his  son  should  be  a  great  musician, 
and  the  father's  anger  made  the  boy  very  unhappy. 

However,  one  day  a  great  artist  chanced  to  see 
some  of  the  boy's  sketches  and  persuaded  the  father 
to  allow  Guido  to  take  lessons  in  drawing  and  paint- 
ing. The  boy  worked  hard  and  learned  rapidly. 
He  made  such  progress  that  when  he  was  only 
thirteen  years  old  his  teacher  often  called  upon  him 
to  help  the  other  students  in  their  work. 

Guido  Reni's  dearest  wish  was  realized — he 
became  an  artist — but  he  was  never  a  great  artist. 
His  best  work  was  done  while  he  was  a  young  man. 
As  he  grew  older  he  became  so  anxious  to  make 
money  that  he  painted  hastily  and  carelessly.  He 
does  not  seem  to  have  cared  whether  his  pictures 
were  good  or  bad  so  long  as  people  bought  them. 
These  paintings  of  his  later  years  are  forgotten,  but 
the  pictures  which  Guido  painted  in  the  days  when 
his  heart  was  in  his  work  remain  and  are  as  much 
admired  to-day  as  they  were  more  than  three  hun- 
dred years  ago  when  the  artist  lived  and  worked. 

The  best  known  and  most  beautiful  of  Guido 
Reni's  pictures  is  the  " Aurora."  He  painted  it 
upon  the  ceiling  of  a  room  in  a  palace  in  Rome.  It 


ij6  Language   Through  Nature 

can  be  seen  there  to-day  full  of  life  and  glowing 
with  rich  colors. 

In  this  picture  one  sees  a  group  of  graceful,  noble 
figures,  and  lovely  happy  faces.  All  the  figures  are 
full  of  action.  Each  one  in  the  picture  has  his 
appointed  work  to  do  and  is  bringing  some  bless- 
ing to  the  people  of  earth.  Every  face  and  form 
expresses  the  joy  which  comes  to  those  who  work 
for  the  sake  of  others  and  rejoice  in  their  work. 

The  loveliest  of  all  the  figures  in  this  picture 
is  Aurora,  who,  floating  on  the  clouds  before  the 
mighty  horses,  scatters  the  darkness  of  night  and 
brings  to  earth  the  beauty  and  gladness  of  the 
day. 

Tell  the  story  of  Guido  Reni  and  his  work. 

Lesson  86 
HIAWATHA'S   SAILING 

IVE  me  of  your  bark,  O  Birch-tree  ! 

Of  your  yellow  bark,  O  Birch-tree  ! 
Growing  by  the  rushing  river, 
Tall  and  stately  in  the  valley ! 
I  a  light  canoe  will  build  me, 
Build  a  swift  Cheemaun  for  sailing, 


Literature  and  Art 


137 


That  shall  float  upon  the 
river, 

Like  a  yellow  leaf  in 
Autumn, 

Like  a  yellow  water-lily  ! 

' '  Lay  aside  your  cloak, 
O  Birch-tree ! 

Lay  aside  your  white- 
skin  wrapper, 

For  the  Summer-time  is 
coming, 

And  the  sun  is  warm  in 
heaven, 

And  you  need  no  white- 
skin  wrapper!" 

Thus  aloud  cried  Hia- 
watha 

In  the  solitary  forest. 


"O  Birch-tree,  tall  and  stately" 


By  the  rushing  Taquamenaw, 
When  the  birds  were  singing  gayly, 
In  the  Moon  of  Leaves  were  singing, 
And  the  sun,  from  sleep  awaking, 
Started  up  and  said,  "  Behold  me  ! 
Geezis,  the  great  Sun,  behold  me !" 

And  the  tree  with  all  its  branches 
Rustled  in  the  breeze  of  morning, 


ij8  Language   Through  Nature 

Saying,  with  a  sigh  of  patience, 
"  Take  my  cloak,  O  Hiawatha !  " 
With  his  knife  the  tree  he  girdled; 
Just  beneath  its  lowest  branches, 
Just  above  the  roots,  he  cut  it, 
Till  the  sap  came  oozing  outward ; 
Down  the  trunk,  from  top  to  bottom, 
Sheer  he  cleft  the  bark  asunder, 
With  a  wooden  wedge  he  raised  it, 
Stripped  it  from  the  trunk  unbroken. 
*  *  *  * 

— From  "Hiawatha"  by  Henry  W.  Longfellow. 

In  the  first  stanza  Hiawatha  speaks  to  the  Birch-tree. 

Find  a  place  in  this  poem  where  some  one  is  addressed  or 
spoken  to. 

Notice  that  the  words  in  which  anyone  is  addressed  are 
separated  from  the  rest  of  the  sentence  by  a  comma. 

Quote  all  that  Hiawatha  said  to  the  Birch-tree. 

Copy  this  quotation,  being  careful  to  use  the  comma  correctly  in 
each  case  of  direct  address.  Write  the  quotation  that  tells  how  the 
Birch-tree  addressed  Hiawatha  ;  and  write  a  paragraph  telling  in 
your  own  words  hoiv  Hiawatha  got  the  bark  from  the  tree. 


'/  a  light  canoe  will  build  me" 


Literature  and  Art 


139 


Uses  of  boats 

Lesson  87 

WAYS  OF  TRAVELING 

Mention  the  different  kinds  of  boats  you  have  seen,  and 
tell  what  gives  motion  to  each.  Which  have  the  most  speed  ? 

Of  what  material  were  these  boats  built  ? 

What  do  you  know  about  the  uses  of  boats  ? 

Mention  all  the  different  vehicles  in  which  you  have  seen 
people  traveling  on  land,  and  tell  by  what  each  was  moved. 

How  did  the  Pilgrims  travel  in  their  new  country  ? 

Tell  how  you  think  the  Indians  traveled  on  land. 

Make  pictures  showing  different  ways  of  traveling  on  /and. 

Singing  through  the  forests, 
Rattling  over  ridges, 
Shooting  under  arches, 
Rumbling  over  bridges, 
Whizzing  through  the  mountains, 
Buzzing  o'er  the  vale, 
Bless  me  !  this  is  pleasant, 
Riding  on  the  rail ! 

—John  G.  Saxe. 


Language    Through  Nature 


Lesson   88 
.ANIMALS  USED  IN  TRAVELING 


Traveling-  across  the  desert 

If  you  were  going  to  travel  across  a 
desert  place,  what  animal  would  you  choose  to  ride  ? 
Tell  why  you  would  choose  him. 

How  could  you  get  upon  this  animal's  back,  and  on  what 
would  you  sit? 

If  you  have  seen  this  animal,  tell  where. 

How  would  you  travel  in  the  far  north 

where  the  Eskimos  live  ? 
What  animals  would  help  you  ? 
Tell  why  these  animals  are  best  for 

this  work. 
Tell  how  they  are  used. 


The  way  the  Eskimos  travel 


Literature  and  Art 


141 


Lesson  89 

A  USEFUL  ANIMAL 

What  animal  do  you  most  often   see  used  to  draw  the 
vehicles  in  which  people  travel  ? 

How  is  this  animal  fitted  for  such  work?     Tell  how  he  is 
fitted  to  go  swiftly  on  long  journeys.     Describe  his  feet. 

Tell  what  men  put  on  his  feet  and  why  this  is  done. 

What  do  you  know  of  this  animal's  food  ? 

What  care  is  needed  for  such  an  animal,  and  why  ? 

What  can  you  say  of  this  animal's  love  for  his  master? 

In  what  ways  is  this 
animal  useful  to  man  ? 

What  other  animals 
do  you  know  about  that 
are  used  to  draw  vehi- 
cles or  carry  burdens? 

Write  what  you  can 
about  each  of  these 
animals. 

Tell  wliich  you  think 
most  interesting.  Why  ? 

If  you  use  words 
shelving  ownership  or 
possession,  remember,  how 
such  ivords  are  ^vritten. 

Be  careful  to  make 
your  ivork  correct  in 
regard  to  capitals,  punc- 
tuation, and  paragraphs.  From  a  ********  by  Rosa  Bonheur 

A  DONKEY'S  HEAD 


142  Language   Through  Nature 

Lesson  90 

A  PICTURE  STUDY 

Tell  what  you  see  in  this  picture. 
What  color  are  the  horses  ? 
What  can  you  say  of  their  size  and  strength  ? 
Does  the  man  look  as  if  he  lived  in  the  city  or  the  country  ? 
How  do  you  think  he  treats  the  horses  ? 
Tell  what  you  like  best  in  this  picture. 
What  do  you  think  the  artist  saw  in  these  horses  that  made 
him  wish  to  paint  a  picture  of  them  ? 

Tell  what  this  picture  is  called,  and  give  the  artist's  name. 

Lesson  91 
DAGNAN-BOUVERET 

PASCAL  Adolphe  Dagnan-Bouveret  is  a  French 
artist.  When  he  was  a  boy  he  longed  to 
become  a  painter  of  pictures,  but  his  father  said  he 
must  be  a  merchant.  Pascal  was  in  great  trouble. 
He  loved  art,  but  had  no  mone}^  to  pay  for  lessons 
in  painting,  and  his  father  was  angry  with  him  for 
wishing  to  be  an  artist.  Just  then  his  grandfather, 
who  loved  him  tenderly,  offered  to  pay  for  the  les- 
sons, and  so  Pascal  began  to  paint. 

He  became  a  famous  artist,  and  has  painted 
some  fine  pictures.     "At  the  Watering  Trough" 


ffuiu  u  jisuiit'tiitg  ujf  J.  t*on** 

AT  THE   WATERING   TROUGH 


144  Language    Through  Nature 

is  a  copy  of  one  of  his  paintings.  He  painted  this 
picture  while  he  was  visiting  on  a  farm.  One  day 
he  saw  one  of  the  farmer's  men  with  two  splendid 
horses  at  the  watering  trough.  The  artist  admired 
the  strength  and  beauty  of  these  horses,  and  saw 
how  proud  the  man  seemed  of  them  and  how  kind 
he  was  to  them.  He  saw  what  a  fine  picture  this 
group  would  make,  and  immediately  began  to  paint 
it  upon  canvas.  He  worked  upon  it  slowly  and 
patiently  for  six  months,  but  when  finished  it  was 
worth  painting. 

Tell  about  Dagnan-Bouveret  and  his  work. 

Lesson  9-2 
MONTHLY  SUMMARY 

Make  a  summary  of  your  weather  records  for  January. 

Paint  or  draw  a  picture  showing  the  appearance  of  the  land- 
scape at  this  season. 

Write  a  letter  to  your  father  telling  him  about  what  you  have 
done  this  month. 

What  outdoor  sports  have  you  enjoyed  most,  and  why  ? 

Make  your  letter  correct  in  form  and  arrangement. 

January,  bleak  and  drear, 
First  arrival  of  the  year, 
Named  for  Janus, — Janus  who, 
Fable  says,  has  faces  two. 

—  Frank  Dempster  Sherman. 


Literature  and  Art 


Lesson   93 

THE  VILLAGE   BLACKSMITH 

UNDER  a  spreading  chestnut-tree 
The  village  smithy  stands; 
The  smith,  a  mighty  man  is  he, 

With  large  and  sinewy  hands; 
And  the  muscles  of  his  brawny  arms 
Are  strong  as  iron  bands. 

His  hair  is  crisp,  and  black,  and  long, 

His  face  is  like  the  tan; 
His  brow  is  wet  with  honest  sweat, 

He  earns  whate'er  he  can, 
And  looks  the  whole  world  in  the  face, 

For  he  owes  not  any  man. 

Week  in,  week  out,  from  morn  till  night, 
You  can  hear  his  bellows  blow; 

You  can  hear  him  swing  his  heavy  sledge, 
With  measured  beat  and  slow, 

Like  a  sexton  ringing  the  village  bell, 
When  the  evening  sun  is  low. 

And  children  coming  home  from  school 
Look  in  at  the  open  door; 


Language    Through  Nature 


They  love  to  see  the  flaming  forge, 
And  hear  the  bellows  roar, 

And  catch  the  burning  sparks  that  fly 
•Like  chaff  from  a  threshing-floor. 

He  goes  on  Sunday  to  the  church, 

And  sits  among  his  boys; 
He  hears  the  parson  pray  and  preach, 

He -hears  his  daughter's  voice, 
Singing  in  the  village  choir, 

And  it  makes  his  heart  rejoice. 


The  smith,  a 
mighty  man  is  he 


Literature  and  Art 


It  sounds  to  him  like  her  mother's  voice, 

Singing  in  Paradise  ! 
He  needs  must  think  of  her  once  more, 

How  in  the  grave  she  lies; 
And  with  his  hard,  rough  hand  he  wipes 

A  tear  out  of  his  eyes. 

Toiling,  —  re  j  oicing,  —  sorrowing, 
Onward  through  life  he  goes; 

Each  morning  sees  some  task  begin, 
Each  evening  sees  it  close; 

Something  attempted,  something  done, 
Has  earned  a  night's  repose. 

Thanks,  thanks  to  thee,  my  worthy  friend, 
For  the  lesson  thou  hast  taught  ! 

Thus  at  the  flaming  forge  of  life 
Our  fortunes  must  be  wrought; 

Thus  on  its  sounding  anvil  shaped 
Each  burning  deed  and  thought. 

—  Henry  W.  Longfellow. 

Write  the  story  of  this  poem  in  your  own  words,  letting  each 
paragraph  tell  about  one  of  the  following  topics  : 

The  blacksmith  and  his  shop. 

The  blacksmith's  work,  and  what  the  children  like  about  it. 

What  the  blacksmith  does  on  Sunday. 


i/f.8  Language    Through  Nature 

What  you  like  about  this  man  and  his  work. 

What  does  the  contraction  in  the  second  stanza  mean  ? 

Find  the  words  in  the  poem  that  sho^w  possession. 

If  you  write  these  words,  be  sure  that  you  use  the  apostrophe  ands. 

Lesson  94 
THE   BLACKSMITH'S  WORK 

If  you   have   seen   a  blacksmith  at  work,  you  may  tell 
about  it. 

What  are  some  of  the  things  a  blacksmith  makes? 
Tell  of  what  they  are  made. 

For  what  purpose  does  the  blacksmith  use  "the  flaming 
forge  "  ?    Of  what  use  is  the  bellows  ? 

Tell  what  you  can  about  the  anvil. 
For  what  does  he  use  the  sledge  ? 

Make  a  picture  of  a  blacksmith  at  work. 
Make  cuttings  of  some  of  the  things  whicJi  a 
blacksmith  makes. 

Lesson  95 
IRON 

Iron  is  seldom  found  alone,  but  combined 
with  other  substances. 

This  combination  is  called  iron  ore. 
Tell  what  you   can   about   iron   ore,  and 
-  where  it  is  found. 
A  miner  Tell  about  the  tools  the  miner  uses. 


Literature  and  Art  149 

Why  does  he  take  a  lamp,  and  where  does  he  carry  it  ? 

How  do  you  think  the  iron  ore  is  carried  out  of  the  mine? 

The  iron  must  be  separated  from  the  other  substances, 
and  this  is  done  either  by  crushing  the  ore,  or  putting  it  in 
great  furnaces  and  melting  out  the  iron. 

Tell  why  people  go  to  so  much  trouble  to  get  iron. 

Sing  a  song  of  iron  in  a  mine  so  deep, 

Where  the  mighty  mountains  guarding  watch  doth 

keep. 

Down  must  go  the  miner  in  the  ground  so  damp, 
Each  one  with  his  pickax  and  his  tiny  lamp. 

— From  '•'Songs  of  the  Child  World,"  by  Jessie  L.  Gay  nor. 

Lesson  96 

USES   OF  IRON 

Mention  some  things  that  you  see  every  day  in  the  school- 
room, in  the  street,  and  at  home,  that  are  made  of  iron. 

Give  reasons  for  using  iron  for  these  things. 

Tell  what  you  know  about  the  changes  which  take  place 
in  hard,  cold  iron  when  it  is  put  into  the  forge  furnace. 

What  do  you  know  about  the  hammering  or  molding  of 
iron. 

Write  a  paragraph  on  each  of  the  following  topics  : 

Where  iron  is  found  and  how  gotten. 
Uses  of  iron. 

Qualities  of  iron  that  make  it  better  than  other  materials 
for  these  uses. 


150  Language    Through  Nature 

Lesson  97 

VULCAN    THE   SMITH 

AGES  ago  people  dwelt  at  the  foot  of  Mount 
Olympus  in  the  beautiful  land  of  Greece.  At 
times  strange  clanging  sounds  came  ringing  down 
the  mountain  side  and  a  ruddy  glow  lit  up  the 
midnight  sky.  Then  the  people  whispered  to  each 
other,  saying,  "Vulcan  the  Smith  is  at  work." 
Sometimes  a  shepherd,  leading  up  his  flock  of  sheep 
or  goats  to  eat  the  sweet  mountain'  grass,  caught 
a  glimpse  of  Vulcan  at  his  anvil,  and  returning 
would  tell  his  neighbors  of  the  mysterious  smith 
whose  forge  was  hidden  among  the  rocks.  "Vul- 
can is  terrible  to  look  upon,"  so  the  shepherd  would 
say  to  his  wondering  friends.  "He  is  very  ugly 
and  misshapen  and  lame,  but  he  is  strong,  and  his 
mighty  arm  swings-  the  big  hammer  as  if  it  were  a 
toy,  and  as  for  the  things  that  he  makes,  they  are 
too  curious  and  beautiful  to  be  described." 

The  people  listened  and  longed  to  know  more  of 
Vulcan  and  his  work,  but  feared  him  too  much  to 
climb  the  mountain  to  see  him  at  his  forge. 

Vulcan  was  ugly  and  misshapen  and  lame,  just 


Literature  and  Art  757 

as  the  shepherd  said,  but  he  loved  his  work,  and  in 
his  lonely  cave  far  above  the  dwellings  of  men  he 
worked  at  forge  and  anvil,  shaping  the  shining 
metals  into  things  of  marvelous  beauty.  He  made 
spears  and  shields  and  suits  of  glittering  armor  for 
warriors.  He  made  golden  necklaces  to  hang  about 
the  necks  of  queens,  and  massive  cups  of  silver 
from  which  kings  drank  at  their  feasts.  Once  he 
wrought  two  great  dogs  of  gold  and  silver.  They 
were  so  lifelike  and  fierce-looking  that  they  were 
set  to  guard  the  gateway  of  the  palace  of  a  king. 

High  upon  the  mountain  Vulcan  built  a  stately 
palace  for  himself.  It  was  made  of  hammered 
copper,  with  doors  of  finest  gold  and  silver.  When 
the  clouds  that  always  hung  about  Mount  Olympus 
parted,  the  people  on  the  plains  below  saw  the  pal- 
ace walls  flashing  in  the  sunlight  and  marveled 
at  its  splendor.  The  fame  of  its  builder  spread 
throughout  the  land,  and  all  the  people  wondered 
at  the  strength  and  skill  of  Vulcan  the  Smith. 

Tell  the  story  of  Vulcan  the  Smith  in  your  own 
words. 

If  you  write  the  story ,  punctuate  and  paragraph 
carefully. 


1 52  Language    Through  Nature 

Lesson  98 

PRECIOUS   METALS 

Tell  why  gold  is  called  a  precious  metal. 

Mention  some  ornamental  things  that  are  made  of  gold. 

Name  some  useful  things  that  are  made  of  gold. 

Tell  about  some  other  precious  metal  of  which  such  things 
are  made. 

Give  reasons  for  using  these  metals  in  such  ways. 

Tell  what  you  can  about  where  these  metals  are  found,  and 
how  they  are  made  fit  for  use. 

Make  drawings  of  some  beautiful  things  that  you  have  seen  or 
read  of  that  were  made  of  gold  or  silver. 

Lesson   99 

OTHER   METALS 

Name  the  metals  about  which  you  have 
talked  in  the  previous  lessons. 

Mention  other  metals  that  you  have  seen. 
Tell  what  you  can  about  each  of 
these  metals  not  previously  spoken 
about,  and  for  what  each  is  used. 

How  do  they  compare  in  value          A 
with  gold  or  silver? 

How  do  they  compare  in  usefulness  with  iron  ? 
Brass  cymbals        Tell  all  you  can  about  where  these  metals  are 
found,  and  how  they  are  prepared  for  use. 


Literature  and  Art 


153 


Lesson  100 

THE   GOLDEN    TOUCH 

ONCE  upon  a  time  there  lived  a  king  whose 
name  was  Midas.  King  Midas  possessed 
great  riches,  but  he  longed  for  more.  One  day  he 
was  told  that  any  wish  that  he  made  would  be 
granted,  and  he  was  very  happy.  He  thoughtlessly 
asked  that  everything  which  he  touched  should  be 
turned  to  gold. 

This  power  was  given  him  and  he  rejoiced.  He 
picked  up  a  pebble,  it  turned  to  gold.  He  broke  a 
twig  from  an  oak  tree,  it  became  gold  in  his  hand. 
He  plucked  an  apple  from  the  bough,  it  too  turned 
to  gold  at  his  touch. 


1 54  Language   Through  Nature 

The  king  was  overjoyed.  He  hurried  home 
and  ordered  a  splendid  meal  to  be  set  before  him. 
He  sat  down  to  eat,  thinking  that  he  was  the  most 
fortunate  man  in  the  world.  But  his  joy  quickly 
turned  to  sorrow.  The  dainty  food  before  him 
became  gold  at  his  touch.  The  bread  hardened  in 
his  hand.  The  wine  became  solid  gold  at  the  touch 
of  his  lips.  The  poor  king  was  in  despair. 

"Must  I  starve  to  death?"  he  cried.  "I  cannot 
eat  gold.  Oh,  that  I  were  rid  of  this  hateful  gift ! " 

The  one  who  had  bestowed  the  gift  upon  him 
heard  his  cry  and  came  in  pity  to  him.  "Go,"  said 
he  to  the  king,  ' '  plunge  into  the  river.  It  will  take 
away  this  power  that  is  now  so  hateful  to  you." 

Midas  hastened  to  the  river.  In  he  plunged  and 
found  to  his  great  joy  that  the  power  of  the  golden 
touch  had  left  him.  It  passed  into  the  waters  of 
the  river,  and  from  that  day  to  this  the  sands  along 
the  river  banks  are  as  yellow  as  gold. 

Ever  after  the  sight  of  gold  was  hateful  to 
Midas.  Forsaking  his  splendid  palace  he  dwelt  in 
the  country  and  became  a  lover  of  the  beauties  of 
Nature. 

Tell  this  story  in  your  own  words. 


Literature  and  Art 


155 


Lesson    101 

ABRAHAM   LINCOLN 

IN  a  log  cabin  built  under  green  trees,  and  near  a 
singing  brook,  was  born,  on  February  12,  1809, 
the  baby  boy  who  grew 
to  be  our  great  Abra- 
ham Lincoln.  This 
cabin  had  but  one  room. 
There  was  no  glass  in 
the  one  little  square 
window  and  no  door  in 
the  doorway,  but  over 
both  of  these  openings 
skins  were  sometimes 
hung  to  keep  out  the 
cold  and  wind.  To  the 
left  of  the  doorway  was 
a  wide  fireplace  built  of 
stones  and  clay,  with  the 
chimney  built  against 
the  outside  of  the  house.  There  was  no  floor 
except  the  hard-packed  earth.  For  furniture  there 
were  blocks  of  wood,  a  home-made  bench,  and  a 


From  a  rare  photograph 
HONEST  ABE"  LINCOLN 


i $6  Language    Through   Nature 

pole  bedstead,  while  the  bedding  was  the  skins  of 
animals  and  a  homespun  quilt. 

In  this  lowly  home  in  Kentucky  the  little  boy 
Abraham  Lincoln  lived  and  grew  until  he  was  eight 
years  old.  His  only  playmate  was  his  sister  Sarah, 
two  years  older  than  himself,  and  though  he  had  no 
toys  such  as  most  children  have,  he  was  a  happ}^ 
child.  He  caught  fish  in  the  clear  brook,  watched 
birds  and  squirrels  in  the  tree-tops,  and  found 
many  things  to  enjoy  in  the  woods  about  his  home. 
He  was  tall  and  strong  for  his  age,  and  his  father 
had  taught  him  to  swing  an  ax  and  shoot  a  gun,  so 
that  he  felt  quite  brave  and  manly,  and  often  helped 
his  mother,  who  was  a  very  busy  woman.  She 
kept  the  cabin  clean,  cooked  their  food,  made  their 
clothes  from  skins  or  from  cloth  which  she  spun 
and  wove,  and  sometimes  helped  to  take  care  of 
the  garden.  With  all  this  work  she  kept  a  happy 
heart  and  found  time  to  tell  the  children  stories  she 
knew,  and  to  teach  little  Abraham  to  read  as  soon 
as  he  was  old  enough  to  learn. 

In  the  autumn  after  his  eighth  birthday  the  Lin- 
coln family  moved  to  Southern  Indiana.  In  the 
story  of  Lincoln's  life  you  may  read  of  that  hard 
journey,  of  the  building  of  a  new  cabin  home,  of 


Literature  and  Art  757 

the  death  of  the  brave,  patient  mother,  and  of  the 
lonely,  uncomfortable  days  that  followed.  You  may 
also  read  how  at  last  a  kindly  woman  came  as  a  new 
mother  to  care  for  the  neglected  home  and  children, 
and  you  will  be  glad  that  she  took  such  good  care 
of  the  poorly  dressed,  homely  little  boy.  Happier 
days  agreed  with  him  well,  and  at  fifteen  years  of 
age  he  could  run  the  swiftest,  jump  the  highest, 
throw  the  farthest,  split  wood  the  best,  and  plow 
the  deepest  of  any  boy  in  his  neighborhood.  He 
was  good-natured,  obliging,  and  kind  to  every  liv- 
ing thing,  and  so  honest  and  true  in  all  that  he  did 
that  he  was  called  ''Honest  Abe."  All  the  time  he 
had  spent  in  school  put  together  would  not  make 
more  than  a  year,  but  he  had  read  every  good 
book  he  could  get  hold  of,  and  he  remembered 
and  thought  about  what  he  had  read. 

Soon  after  Lincoln  was  fifteen  years  old  he  made 
up  his  mind  to  become  a  lawyer.  He  went  on  work- 
ing, on  the  farm,  on  the  river,  in  a  store,  or  in  the 
forest,  earning  what  money  he  could  to  help  his 
family,  but  reading  and  studying  law  in  his  spare 
time,  and  thinking  as  he  worked. 

Lincoln's  family  moved  to  Illinois  when  he  was 
twenty-one  years  old,  and  as  the  years  went  by  he 


158 


Language    Through  Nature 


became  not  only  a  great  lawyer  to  whom  people 
went  when  in  trouble,  but  a  good  man  whom  ever}r- 
one  loved  and  trusted.  When  our  country  was  in 
great  danger  he  was  chosen  President,  and  by  his 

wise  and  unselfish 
leadership  found  a 
safe  way  out  of  the 
trouble  and  saved 
the  nation. 

He  was  fifty-six 
years  old  when 
he  died.  His  life 


The  log  cabin  in  which  Abraham  Lincoln  ivas  born 


had 


Spent    i 


thinking  and  doing  for  others,  and  the  whole  world 
mourned  that  such  a  life  was  ended. 

Write  about  Abraham  Lincoln,  making  a  paragraph  about  each 
of  the  following  topics  : 

His  home  in  Kentucky. 

His  boyhood. 

Lincoln  as  a  man. 

Why  we  honor  Lincoln,  and  some  ways  in  which  we  honor 


him. 


And  so  he  came. 

From  prairie  cabin  up  to  Capitol, 
One  fair  ideal  led  our  chieftain  on. 

—  From  "Lincoln,  the  Man  of  the  People"  by  Edwin  Mark  ham. 


Literature  and  Art 


Lesson  102 
BRICK 

In  what  respect  is  brick  better  than  wood  for  building? 

Tell  what  you  know  about  the  size  and  color  of  different 
kinds  of  brick.  Describe  the  way  in  which  they  are  made. 

Mention  the  different  purposes  for  which  bricks  are  used. 

How  are  the  bricks  in  a  wall  held  together  ? 

Tell  what  the  men  who  build  brick  houses  are  called,  and 
name  the  tools  they  use.  Which  do  you  think  is  the  stronger, 
brick  or  stone  ?  Which  is  more  commonly  used  ?  Tell  why. 

Bricks  are  dried  in  two  ways.  Those  most  commonly  used 
are  baked  in  an  oven  called  a  brick  kiln.  Some  are  dried  in 
the  sun. 

The  sun-dried  bricks  are  called  adobe.  The  Indians  in 
some  parts  of  our  country  make  their  houses  of  adobe. 


An  adobe  house 


i6o 


Language    Through  Nature 


Lesson  103 
STONE 

Tell  in  what  respects 
stone  is  a  better  material 
for  building  and  paving 
than  wood  or  brick. 

What  kinds  of  stone 
have  you  seen  used  for 
these  purposes  ? 

Tell  why  you  think 
each  kind  was  used. 

How  are  stone  build- 
ings erected  ? 

How  are  the  blocks 
of  stone  held  together  ? 

Tell  what  the  men  are 
called  who  do  this  work, 
and  name  the  tools  used. 

stones  were  used  by  the  Greeks  ^^    what    you    knQW 

about  the  foundations  and  framework  of  stone  buildings. 
How  is  stone  used  in  place  of  wood  in  finishing  the  interior 
of  any  building?  How  are  stone  buildings  often  ornamented? 
Where  on  the  building  is  ornament  most  often  seen  ? 

What  qualities  must  stone  have  to  be  most  suitable  for 
this  use  ? 

Who  does  this  work  ?  Where  is  it  done,  and  what  tools  are 
used? 

Make  a  drawing  of  a  design  you  would  like  to  see  cut  in  stone. 
If  you  have  clay,  press  a  piece  of  it  into  a  solid  block  and  carve 
your  design  upon  it.     You  may  use  sharpened  sticks  for  tools. 


Literature  and  Art 


161 


Lesson  104 

PREPARATION  OF  STONE  FOR  BUILDING 

Tell  which  kind  of  building  stone  is  most  used  near  your 
home.     Why  ? 

Where  is  building  stone  found  ? 

Tell  about  the  ways  in  which  the  stone^HL  is  gotten  out. 


- 


Preparation  of  stone  for  building 

To  what  place  is  the  stone  first  taken,  and  what  is  done  to 
it  there  ?  How  is  it  carried  ? 

Tell  what  you  know  about  the  way  building  stone  is  meas- 
ured and  about  its  value. 

Write  all  you  know  about  building  materials. 


162  Language    Through  Nature 


Lesson  105 

A   PICTURE  STUDY 

What  is  this  worker  called  ? 

With  what  is  he  working  ? 

What  shows  that  this  boy  is  strong? 

Tell  what  you  think  he  is  trying  to  make  in  the  stone. 

How  does  he  know  just  where  and  how  to  cut  the  stone? 

What  tells  you  that  this  boy  is  being  careful  ? 

If  you  think  he  likes  this  work,  tell  why. 

Mention  any  fine  statue  that  you  have  seen  which  was 
made  of  stone.  How  does  the  sculptor  work,  and  what  does 
he  use  for  a  guide  ? 

This  is  a  picture  of  a  marble  statue  made  by  the  great 
sculptor,  Michael  Angelo. 

Lesson  106 
MICHAEL  ANGELO   BUONARROTI 

OVER  four  hundred  years  ago,  in  a  castle  in  a 
beautiful,  sunny  land,  was  born  one  of  the 
greatest  artists  the  world  has  known.  The  beauti- 
ful land  was  Italy.  The  castle  was  the  home  of  a 
noble  family  named  Buonarroti.  The  artist  was  a 
son  of  this  family,  and  he  was  born  in  March,  1475. 
His  father  named  him  Michael  Angelo. 

When  the  little  boy  was  about  a  year  old  his 


From  a  sculpture  by  Mictiael  Angela  Buonarroti 
THE  YOUNG  SCULPTOR 


•164  Language   Through  Nature 

father  and  mother  had  to  go  to  the  city  of  Florence, 
and  he  was  left  at  the  home  of  his  nurse,  who  was 
the  wife  of  a  stonecutter.  Here  he  breathed  the 
pure  mountain  air,  played  in  the  sunshine,  and 
grew  sturdy  and  strong,  as  little  boys  should.  He 
heard  the  ring  of  the  stonecutter's  hammer,  watched 
the  chips  fly  from  under  the  chisel,  and  saw  the 
rough  blocks  of  stone  grow  into  forms  of  beauty. 

As  soon  as  he  could  use  his  hands  he  began  to 
draw  pictures.  He  drew  some  on  the  white  walls 
of  his  nurse's  house,  where  they  could  be  seen  for 
many  years.  After  a  time  his  father  and  mother 
took  him  to  Florence  and  sent  him  to  school.  One 
of  his  schoolmates  was  the  pupil  of  a  great  artist, 
and  after  school  Michael  Angelo  often  went  with 
him  to  watch  the  artists  at  their  work.  He  wished 
to  be  an  artist  himself,  and  was  very  unhappy  be- 
cause his  father  and  his  uncles  wished  him  to  do 
something  else.  They  did  not  know  that  he  would 
some  day  paint  beautiful  pictures,  make  splendid 
buildings  and  fine  statues  that  people  would  look 
at  and  enjoy  for  hundreds  of  years.  However,  they 
at  last  gave  their  consent,  and  he  began  to  study 
drawing  and  painting.  He  learned  rapidly,  and 
soon  undertook  to  model  and  to  work  in  marble. 


Literature  and  Art  165 

At  a  place  called  Carrara,  in  Italy,  there  are 
quarries  of  very  beautiful  white  marble.  Michael 
Angelo  often  visited  these  quarries  and  selected 
the  blocks  of  stone  which  he  wished  to  use  for  his 
finest  work. 

When  he  was  busy  making  a  statue  he  struck 
swift,  fierce  blows.  He  seemed  to  know  just  what 
he  wanted,  and  was  sure  and  fearless. 

The  statue  of  "The  Young  Sculptor"  is  sup- 
posed to  represent  Michael  Angelo  himself  at  his 
much-loved  work. 

He  lived  to  be  eighty-nine  years  old,  and  through 
all  his  long  life  he  was  doing  some  great  work.  If 
you  cannot  journey  to  Italy  to  see  the  things  he 
did,  the  fine  dome  of  St.  Peter's  Cathedral,  the 
wonderful  paintings  on  the  ceiling  of  the  Sistine 
Chapel,  or  the  great  statue  of  David,  you  may  see 
pictures  of  them  all  and  read  stories  of  their  won- 
der and  beauty. 

Tell  the  story  of  this  great  artist's  life  in  your 
own  words. 

Trifles  make  perfection, 
But  perfection  is  no  trifle. 

—  Michael  Angelo. 


i66 


Language    Through   Nature 


From  an  unfinished  portrait,  painted  by  Gilbert  Stuart 
GEORGE  WASHINGTON 


Lesson 


107 


GEORGE  WASHINGTON 

Tell  any  story  that  you  know  about  Washington.  What 
kind  of  boy  was  he  ?  What  kind  of  man  was  he  ? 

When  does  Washington's  birthday  occur,  and  why  do  we 
celebrate  it? 

Write  the  story  about  Washington  which  you  like  best. 


Literature  and  Art  167 

Lesson   1 08 

RED  RIDING  HOOD 

ON  the  wide  lawn  the  snow  lay  deep, 
Ridged  o'er  with  many  a  drifted  heap ; 
The  wind  that  through  the  pine-trees  sung 
The  naked  elm-boughs  tossed  and  swung ; 
While,  through  the  window,  frosty-starred, 
Against  the  sunset  purple  barred, 
We  saw  the  somber  crow  flap  by, 
The  hawk's  gray  fleck  along  the  sky, 
The  crested  blue- jay  flitting  swift, 
The  squirrel  poising  on  the  drift, 
Erect,  alert,  his  broad  gray  tail 
Set  to  the  north  wind  like  a  sail. 

It  came  to  pass,  our  little  lass, 
With  flattened  face  against  the  glass, 
And  eyes  in  which  the  tender  dew 
Of  pity  shone,  stood  gazing  through 
The  narrow  space  her  rosy  lips 
Had  melted  from  the  frost's  eclipse: 
"Oh,  see,"  she  cried,  "the  poor  blue-jays! 
What  is  it  that  the  black  crow  says? 
The  squirrel  lifts  his  little  legs 


1 68  Language    Through  Nature 

Because  he  has  no  hands,  and  begs; 
He's  asking  for  my  nuts,  I  know: 
May  I  not  feed  them  on  the  snow?" 

Half  lost  within  her  boots,  her  head 
Warm-sheltered  in  her  hood  of  red, 
Her  plaid  skirt  close  about  her  drawn, 
She  floundered  down  the  wintry  lawn; 
Now  struggling  through  the  misty  veil 
Blown  round  her  by  the  shrieking  gale; 
Now  sinking  in  a  drift  so  low 
Her  scarlet  hood  could  scarcely  show 
Its  dash  of  color  on  the  snow. 

She  dropped  for  bird  and  beast  forlorn 

Her  little  store  of  nuts  and  corn, 

And  thus  her  timid  guests  be-spoke: 

"Come,  squirrel,  from  your  hollow  oak, 

Come,  black  old  crow,— 

Come,  poor  blue-jay, 

Before  your  supper's  blown  away ! 

Don't  be  afraid,  we  all  are  good; 

And  I'm  mamma's  Red  Riding  Hood!" 

O  Thou  whose  care  is  over  all, 
Who  heedest  even  the  sparrow's  fall, 


Literature  and  Art  169 

Keep  in  the  little  maiden's  breast 
The  pity  which  is  now  its  guest! 
Let  not  her  cultured  years  make  less 
The  childhood  charm  of  tenderness, 
But  let  her  feel  as  well  as  know, 
Nor  harder  with  her  polish  grow  ! 
Unmoved  by  sentimental  grief 
That  wails  along  some  printed  leaf, 
But  prompt  with  kindly  word  and  deed 
To  own  the  claims  of  all  who  need, 
Let  the  grown  woman's  self  make  good 
The  promise  of  Red  Riding  Hood  ! 

—John  G.  Whit  tier. 

Write  the  contractions  used  in  this  poem.     Tell  what  each  means. 

In  what  words  do  you  find  the  apostrophe  and  s  used  to 
show  possession  ? 

Find  the  divided  quotation  in  this  poem. 

To  whom  is  Red  Riding  Hood  speaking  in  each  case  of 
direct  address?  What  mark  separates  the  name  of  the  one 
addressed  from  the  rest  of  the  sentence  ? 

Describe  in  your  own  words  the  landscape  as  it  appeared 
when  this  poem  was  written. 

What  animals  were  seen,  and  what  was  each  doing? 

Tell  what  the  little  girl  thought,  and  what  she  asked  to  do. 

Describe  her  appearance  as  she  crossed  the  lawn. 

What  did  she  do? 

What  was  the  promise  which  this  little  girl's  womanhood 
was  to  make  good  ? 


Language    Through  Nature 


Lesson    109 

A  THRIFTY   BLUE  JAY 

THE  general  belief  among  country  people  that 
the  jay  hoards  up  nuts  for  winter  use  has 
probably  some  foundation  in  fact,  though  one  is 
at  a  loss  to  know  where  he  could  place  his  stores 
so  that  they  would  not  be  pilfered  by  the  mice  and 
the  squirrels.  An  old  hunter  told  me  he  had  seen 
jays  secreting  beechnuts  in  a  knot-hole  in  a  tree. 
*  *  *  A  lady  writing  to  me  from  Iowa  says  :  "I 
must  tell  you  what  I  saw  a  blue  jay  do  last  winter. 
Flying  down  to  the  ground  in  front  of  the  house  he 
put  something  in  the  dead  grass,  drawing  the  grass 
over  it,  first  on  one  side,  then  on  the  other,  tramped 
it  down  just  exactly  as  a  squirrel  would,  then 
walked  around  the  spot,  examining  it  to  see  if  it 
was  satisfactory.  After  he  had  flown  away  I  went 
out  to  see  what  he  had  hidden  ;  it  was  a  nicely 
shucked  peanut  that  he  had  laid  up  for  a  time  of 
scarcity."  Since  then  I  have  myself  made  similar 
observations.  I  have  several  times  seen  jays  carry 
off  chestnuts  and  hide  them  here  and  there  upon 
the  ground.  They  put  only  one  in  a  place  and  cov- 
ered it  up  with  grass  or  leaves.  Instead,  therefore, 


Literature  and  Art 


of  hoarding  up  nuts  for  future  use,  when  the  jay 
carries  them  off  he  is  really  planting  them.  When 
the  snows  come  these  nuts  are  lost  to  him,  even  if 
he  remembered  the  hundreds  of  places  where  he 
had  dropped  them.  May  not  this  fact  account,  in  a 
measure,  for  the  oak  and  chestnut  trees  that  spring 
up  where  a  pine  forest  has  been  cleared  from  the 

—  From  "  Signs  and  Seasons,'"  by  John  Burroughs, 

What  is  said  in  this  selection  about  the  way  in  which  the 
blue  jay  stores  food?  What  sometimes  happens  to  the  nuts 
which  they  hide  ? 

Describe  the  appearance  of  any  bird  you  have  seen  here 
during  the  winter,  and  tell  what  you  know  about  its  habits. 

Lesson  1  10 
HENRY  WADSWORTH  LONGFELLOW 

WHEN  Henry  W.  Longfellow  was  a  boy  he 
spent  many  happy  days  on  his  grandfather's 
farm.  In  the  long  winter  evenings  it  was  one  of 
his  greatest  pleasures  to  sit  before  the  great  old- 
fashioned  fireplace  and  listen  to  the  wonderful 
tales  of  Indian  life  which  his  grandfather  told. 

Years  went  by  and  the  boy  became  a  man.  He 
heard  and  read  many  interesting  things.  He  trav- 
eled in  strange  lands  far  from  the  old  farmhouse, 


Language    Through  Nature 


but  the  stories  his  grandfather  had  told  were  never 
forgotten,  and  one  day  he  gave  them  to  the  world 
in  that  most  wonderful  story  of  Indian  life,  the 
legend  of  Hiawatha. 

For  many  years  Mr.  Longfellow's  home  was  in 
Cambridge,  Mass.  While  living  there  he  wrote 
many  poems  and  made  many  friends.  He  always 
loved  children,  and  they  in  return  admired  and 
loved  him.  As  Mr.  Longfellow's  seventy-second 
birthday  drew  near,  the  school  children  of  Cam- 
bridge wished  to  give  him  some  present  that  would 
show  their  love  for  him. 

The  ''spreading  chestnut  tree,"  of  which  Mr. 
Longfellow  speaks  in  one  of  his  poems,  grew  near 
the  poet's  boyhood  home.  This  tree  had  been  cut 
down,  but  the  wood  had  been  carefully  laid  away. 
Of  this  wood  a  handsome  armchair  was  made,  a 
loving  message  was  carved,  upon  it,  and  the  chair 
was  presented  to  Mr.  Longfellow  on  his  birthday, 
February  27,  1879.  Mr.  Longfellow  was  greatly 
pleased  with  the  children's  gift,  and  thanked  them 
for  it  in  a  charming  poem  called  "From  My  Arm- 
chair." When  the  children  came  to  see  him  each 
child  was  given  a  copy  of  the  poem  and  was 
allowed  to  sit  in  the  beautiful  chair. 


Literature  and  Art 


173 


HENRY  WADSWORTH  LONGFELLOW 

Of  what  people  did  Longfellow's  grandfather  tell  him  ? 
In  which  poem  does  Longfellow  tell  us  about  these  people  ? 
In  which  does  he  tell  of  the  ''spreading  chestnut  tree"? 
Tell  about  the  armchair  which  the  children  gave  him,  and 
why  they  gave  it.     How  did  the  poet  thank  the  children  ? 

Lesson  1 1 1 
MONTHLY  SUMMARY 

Prepare  your  monthly  summary  for  February. 
Make  pictures  to  illustrate  the  holidays  or  birthdays  you  have 
celebrated  this  month.     Tell  whifh  one  you  enjoyed  most,  and  why. 


Language  Through  Nature 


"Dark  behind  it  rose  the  forest" 

Lesson  1 12 

HIAWATHA'S   HOME 

BY  the  shores  of  Gitche  Gumee, 
By  the  shining  Big-Sea-Water, 
Stood  the  wigwam  of  Nokomis, 
Daughter  of  the  Moon,  Nokomis. 
Dark  behind  it  rose  the  forest, 
Rose  the  black  and  gloomy  pine-trees, 
Rose  the  firs  with  cones  upon  them ; 
Bright  before  it  beat  the  water,^ 
Beat  the  clean  and  sunny  water, 
Beat  the  shining  Big-Sea-Water. 


Literature  and  Art 


. 


There  the  wrinkled  old  Nokomis 
Nursed  the  little  Hiawatha, 
Rocked  him  in  his  linden  cradle, 
Bedded  soft  in  moss  and  rushes, 
Safely  bound  with  reindeer  sinews  ; 
Stilled  his  fretful  wail  by  saying, 
"Hush  !  the  Naked  Bear  will  hear  thee  ! " 


— From  "Hiawatha"  by  Henry  W.  Longfellow 
Of  whose  home  is  this  a  description  ? 
Of  what  was  it  made  ? 

During  what  seasons  would  you  like  such  a  home  ? 
Tell  in  what  ways  your  house  is  better  than  a  wigwam. 
Of  what  is  your  house  made  ? 

Mention  other  \\  materials  of  which  houses  are  made. 
Tell  which  you  \^|,/   think  are  best,  and  why. 


'•'•The  wigwam  of  Nokomis •" 


176  Language    Through  Nature 

Lesson  1 1 3 
WOODS  AND  THEIR   USES 

Mention  some  of  the  trees  from  which  we  get  much  of  the 
wood  used  in  building. 

Tell  what  you  know  about  the  wood  we  get  from  each  tree. 
In  building  a  house,  where  are  strong,  heavy  timbers  needed? 
What  kind  of  wood  may  be  used  for  clap-boards,  laths,  and 
shingles  ? 

What  do  you  know  about  the  ways  of  measuring  wood,  and 
the  value  of  the  different  kinds  ? 

In  what  places  are  woods  that  are  beautiful  in  color  and 
grain  used  ? 

Tell  what  you  know  about  the  value  of  these  woods,  and 
about  the  places  from  which  they  come. 

Mention  articles  for  which  wood  that  bends  is  needed. 
Tell  of  any  places  in  a  house  where  you  think  very  hard 
wood  would  be  of  most  service. 

Mention   places   besides  houses  in  which  wood   of    great 

strength  is  needed.     Describe 
one  of  these  places. 

What  do  we  call  the 
man  who  builds  with 
wood? 

Why  does  he  need 
tools? 

Make    cuttings   or 
drawings  to  sJww  tools 
used  in  ^working  wood. 
Make  pictures  showing 
things  in  which  we  travel  that 

Two  uses  of  wood  are  Mefly  made  ° 


Literature  and  Art 


777 


Lesson   114 
PREPARATION   OF  WOOD   FOR  USE 

Tell  what  you  know  about  lumber  woods  and  the  work 
done  there. 

How  are  logs  carried  from  the  forest  to  the  mills  ?     Into 
what  are  the  logs  changed  ? 

Tell  about  ways  in  which  lumber  is  carried  from  the  mills 
to  the  lumber  yards. 

Name  as  many  as  you  can  of  the  workers  who  helped  get 
the  lumber  for  your  desk  or  chair.  " 

Tell  about  any  part  of  this 
work  of  which  you  know. 

In  the  picture  on  the  next 
page,  find  all  the  ways  in  which 
wood  is  used. 

Make  a  picture  showing  one  of 
the  ways  in  which  lumber  is  carried 
by  water. 

SUGGESTED  WORK 

Secure  blocks  of  different  kinds  of 
wood  and  try  to  drive  nails  into  each. 
What  do  you  find  out  about  their  hard- 
ness? 

Take  strips  or  splints  of  different 
woods  of  equal  length  and  size.  Support 
a  strip  at  each  end  and  hang  a  weight  in 
the  center.  Test  each  strip  in  the  same 
way  and  tell  which  remain  straight  and 
which  bend  or  break. 

Collect  specimens  of  different  kinds 
of  wood.  Smooth  and  polish  one  surface 
of  each  specimen  to  show  the  grain.  If 
possible,  get  a  picture  of  the  kind  of  tree 
from  which  each  wood  comes,  a  cross 
section  of  a  branch,  a  leaf,  and  a  speci- 
men of  the  bark.  The  work  done  in  the  woods 


r78 


Language    Through  Nature 


Some  of  the  uses 
of  wood 

Mount  all  the  specimens  from  one  tree  on  cardboard  and  write  a  paper  to 
put  with  them,  telling  their  uses  and  value,  and  any  other  interesting  facts 
about  them  that  you  may  know. 

HE  who  plants  a  tree, 
He  plants  love; 

Tents  of  coolness  spreading  out  above 
Wayfarers,  he  may  not  live  to  see. 
Gifts  that  grow  are  best, 
Hands  that  bless  are  blest. 
Plant!  Life  does  the  rest. 

Heaven  and  earth  help  him  who  plants  a  tree, 
And  his  work  its  own  reward  shall  be. 

— Lucy  Larcom. 


Literature  and  Art 


Lesson   1  1  5 

VENTILATION 

How  is  the  air  in  this  room  heated  ? 
Place  a  thermometer  near  the  floor.    Tie  another  to 
the  end  of  a  window  pole  and  put  it  near  the  ceiling. 
What  does  each  thermometer  tell  about  the  heat? 
In  what  direction  does  the  heated  air  seem  to  move  ? 
Where  do  you  think  fresh  air  comes  in  ? 
Tell  about  all  the  ways  you  know  for  ventilating  rooms'. 

SUGGESTED   WORK 

Fan  yourself  with  a  piece  of  stiff  paper  or  cardboard.     Tell  what'you  feel. 

Place  some  bits  of  paper  or  feathers  on  the  desk.  Fan  them,  but  do  not 
touch  them.  What  causes  them  to  move?  What  is  the  moving  power  called? 

Breathe  into  a  glass  containing  lime  water.  Tell  what  change  takes  place 
in  the  appearance  of  the  water.  This  is  because  the  air  we  breathe  into  the 
water  is  not  pure.  It  is  not  good  for  us  to  breathe  the  same  air  over  and  over, 
so  the  air  in  our  rooms  should  be  changed  often.  Where  should  an  opening 
be  made  to  let  the  foul  air  out  of  the  room  ? 

Lesson   116 

THE  WIND'S  WORK 

Mention  things  that  you  have  seen  moved  by  the  wind. 

What  work  is  done  by  the  windmills  ? 

How  does  the  wind  sometimes  help  people  to  travel  ? 

What  happens  when  a  high  wind 
blows  over  a  body  of  water  ? 

What  do  these  things  tell 
about  the  wind's  strength? 

Make  pictures  or  cuttings  of 
things  that  tell  you  the  direction 
from  which  the  zuind  is  blowing. 


' 


180  Language   Through  Nature 

I  saw  the  different  things  you  did, 
But  always  you  yourself  you  hid. 
I  felt  you  push,  I  heard  you  call, 
I  could  not  see  yourself  at  all  - 

O  wind,  a-blowing  all  day  long, 
O  wind,  that  sings  so  loud  a  song ! 

— From  "  The  Wind"  by  Robert  Louis  Stevenson. 

Lesson  1 1 7 

THE  FOOLISH  WEATHER-VANE 

IN  a  little  town  by  the  sea,  a  shining  weather- 
vane  was  once  put  on  the  top  of  a  high  steeple 
to  tell  the  direction  of  the  wind.  If  it  pointed  west, 
the  fishermen  went  fearlessly  to  sea,  for  they  were 
quite  sure  the  weather  would  be  fine  and  their  work 
safe.  But  if  it  pointed  east,  the  men  kept  near  the 
shore  or  staid  at  home  and  mended  their  nets,  for 
when  the  east  wind  blew  it  was  sure  to  bring  a 
storm  and  it  was  not  safe  upon  the  sea. 

For  a  long  time  all  went  well  and  the  weather- 
vane  turned  just  as  the  wind  told  it  to.  But  at  last 
he  noticed  that  the  people  looked  up  at  him  every 
morning  before  going  to  their  work  and,  though  he 
had  done  nothing  but  give  them  the  wind's  message, 
he  began  to  feel  very  important.  Soon  the  wind 


Literature  and  Art 


iSi 


came  by  and  whispered,  "Point  west, 
point  west;  tell  that  a  fair  day  is  at 
hand."  But  the  weather-vane  had  by 
this  time  grown  quite  stiff  with  pride 
and  refused  to  turn.  "The  people  look 
to  me  and  do  as  I  say;  why  should  I  fol- 
low your  directions?"  he  said. 

That  morning  when  the  fishermen 
looked  at  the  weather-vane  they  were 
puzzled.  ' '  This  wind  seems  like  a  west 
wind,"  said  they,  "but  our  weather- 
vane  points  east.  We  will  stay  on  land 
to-day."  So  they  staid  at  home,  and  all 
day  long  the  sky  was  cloudless  and  the 
sea  still.  Boats  from  other  towns  were 
seen  sailing  before  a  west  wind,  and  the 
people  knew  that  something  was  wrong 
with  their  weather-vane.  But  the 
weather-vane  was  now  sure  that  the 
people  followed  him,  and  all  night  he 
swung  about  at  wilt,  to  show  what  he 
could  do. 

The  next  morning  as  the  wind 
rushed  by  it  urged,  '  *  Point  east !  point 
east !  a  great  storm  is  coming. 


T-J      .    "A  shining 
-DU  I  vane  on  the 
high  steeple 


weather- 
top  of  a 


182  Language    Through  Nature 

the  weather-vane  paid  no  attention  to  the  wind  and 
pointed  west.  On  this  morning,  though  the  weather- 
vane  told  the  fishermen  to  go  to  sea,  they  said, 
''This  wind  feels  like  an  east  wind,"  and  looking 
about  them  they  took  the  wind's  message  from  trees 
and  clouds,  and  nearly  everyone  staid  at  home. 

Soon  the  sky  grew  black,  the  wind  roared,  and 
big  waves  dashed  against  the  shore.  The  little 
boats  that  had  gone  out  were  dashed  in  pieces,  and 
the  men  in  them  were  saved  only  by  the  hard  work 
of  their  friends  on  shore. 

The  foolish  weather-vane  was  sorry  to  see  the 
people  in  trouble,  and  wished  he  had  done  as  he 
was  told.  He  said,  "Hereafter  I  will  obey  the 
wind,"  but  it  was  too  late,  for  the  people  said, 
"That  weather-vane  no  longer  tells  the  direction 
of  the  wind;  we  must  put  up  a  new  one." 

70//  in  your  own  words  the  story  of  the  foolish 
weather-vane. 


Literature  and  Art  183 

Lesson  1 18 

We  are  told  in  Longfellow's  "Hiawatha"  that  long  ago  the  Indians  had  an 
enemy  —  the  Great  Bear  of  the  mountains  — of  whom  they  were  much  afraid. 
He  was  the  terror  of  the  nations,  and  was  called  Mishe-Mowka.  A  brave  war- 
rior named  Mudjekeewis  at  last  found  and  killed  this  terrible  creature,  and 
the  following  lines  from  "Hiawatha"  tell  how  he  was  rewarded. 

THE  FOUR  WINDS 

HONOR  be  to  Mudjekeewis! 
Henceforth  he  shall  be  the  West- Wind, 
And  hereafter  and  forever 
Shall  he  hold  supreme  dominion 
Over  all  the  winds  of  heaven. 
Call  him  no  more  Mudjekeewis, 
Call  him  Kabeyun,  the  West- Wind !  " 

Thus  was  Mudjekeewis  chosen 
Father  of  the  Winds  of  Heaven. 
For  himself  he  kept  the  West- Wind, 
Gave  the  others  to  his  children ; 
Unto  Wabun  gave  the  East- Wind, 
Gave  the  South  to  Shawondasee, 
And  the  North- Wind,  wild  and  cruel, 
To  the  fierce  Kabibonokka. 
Young  and  beautiful  was  Wabun; 
He  it  was  who  brought  the  morning; 
He  it  was  whose  silver  arrows 


184  Language   Through  Nature 

Chased  the  dark  o'er  hill  and  valley; 
He  it  was  whose  cheeks  were  painted 
With  the  brightest  streaks  of  crimson, 
And  whose  voice  awoke  the  village, 
Called  the  deer,  and  called  the  hunter. 


"The  fierce  Kabibonokka  had  his  dwellings  among  icebergs'1 

But  the  fierce  Kabibonokka 
Had  his  dwelling  among  icebergs, 
In  the  everlasting  snow-drifts, 
In  the  kingdom  of  Wabasso, 
In  the  land  of  the  White  Rabbit. 
He  it  was  whose  hand  in  Autumn 
Painted  all  the  trees  with  scarlet, 


Literature  and  Art 


185 


Stained  the  leaves  with  red  and  yellow ; 
He  it  was  who  sent  the  snow-flakes, 
Sifting,  hissing  through  the  forest, 
Froze  the  ponds,  the  lakes,  the  rivers, 
Drove  the  loon  and  sea-gull  southward- 
Drove  the  cormorant  and  curlew 
To  their  nests  of  sedge  and  sea-tang 
In  the  realms  of  Shawondasee. 
Shawondasee,  fat  and  lazy, 
Had  his  dwelling  far  to  southward, 
In  the  drowsy,  dreamy  sunshine, 
In  the  never-ending  summer. 
He  it  was  who  sent  the  wood-birds. 
Sent  the  robin,  the  Opechee, 
Sent  the  bluebird,  the  Owaissa, 
Sent  the  Shawshaw,  sent  the  swallow, 


*£nd  the  grapes  in  purple  cluster  $  " 


186  Language    Through  Nature 

Sent  the  wild-goose,  Wawa,  northward, 
Sent  the  melons  and  tobacco, 
And  the  grapes  in  purple  clusters. 

•Jf  *  *  -3f 

— From  "Hiawatha"  by  Henry  W.  Longfellow. 

Write  in  your  own  words  a  description  of  Wabun, 
Kabibonokka,  and  Shawondasee. 

Write  a  separate  paragraph  about  each  of  the  winds  mentioned 
in  the  poem,  and  tell  what  each  was  said  to  bring. 

If  you  write  any  of  the  compound  words  in  this  selection,  be 
careful  to  use  the  hyphen. 

Lesson  119 

THE  WEATHER 

Look  over  your  monthly  papers  on  the  weather  and  tell 
which  wind  blew  most  frequently  during  the  fall  months. 

From  what  direction  did  it  most  often  come  when  it  was 
raining?  Which  wind  blew  most  often  during  the  winter? 

Tell  what  you  have  noticed  about  each  wind. 

What  changes  do  your  weather  records  show  in  regard  to 
temperature ;  frost  and  dew ;  rain  or  snow  i> 

Tell  of  any  changes  you  have  noticed  out  of  doors  in  plant 
or  animal  life.  What  reasons  can  you  give  for  these  changes? 

March  is  merry,  March  is  mad, 
March  is  gay,  March  is  sad  ; 
Every  humor  we  may  know 
If  we  list  the  winds  that  blow. 

— Frank  Dempster  Sherman, 


Literature  and  Art  187 


Lesson   1 20 

THE  SUN  AND  THE  WIND 

A  GREAT  dispute  once  arose  between  the  wind 
and  the  sun.  Each  claimed  to  be  the 
stronger  and  for  some  time  they  were  unable  to 
settle  the  matter.  At  last  a  traveler  was  seen 
coming  along  the  road  and  they  agreed  that  the 
one  who  could  first  get  him  to  take  off  his  cloak 
should  be  called  master. 

The  wind  had  the  first  trial,  and  blew  over 
land  and  sea  with  all  his  might.  The  waters 
were  lashed  into  foam  and  great  waves  tossed  the 
ships  to  and  fro ;  the  air  was  full  of  flying  dust  and 
leaves,  and  trees  bowed  or  broke  before  his  strength. 
Through  it  all  he  tugged  and  pulled  at  the  man's 
cloak,  but  try  as  he  would  the  traveler  only  bent 
lower  and  drew  his  cloak  more  closely  about  him. 

Then  the  sun's  turn  came.  At  first  the  man 
failed  to  notice  his  gentle  beams,  but  he  soon 
unfastened  his  cloak  and  then  threw  it  far  back. 
At  last  he  pulled  it  entirely  off,  and  wiping  his 
heated  forehead  threw  himself  down  to  rest,  say- 
ing, "How  strong  the  sun  is  to-day  ! " 


i88  Language    Through  Nature 

The  wind  had  nothing  more  to  say,  and  though 
he  still  likes  to  show  his  strength,  he  knows  that 
the  silent  sun  can  conquer,  while  he  storms  in  vain. 

Tell  the  story  of  the  sun  and  the  wind  in  your 
own  words. 

Great  is  the  sun  and  wide  he  goes 
Through  empty  heaven  without  repose; 
And  in  the  blue  and  glowing  days 
More  thick  than  rain  he  showers  his  rays. 

— From  "Summer  Sun"  by  Robert  Louis  Stevenson. 

Lesson   1 2 1 

A   PICTURE  STUDY 

Tell  what  you  see  in  this  picture. 

What  seems  to  be  the  most  prominent  object  in  it? 

How  has  the  artist  made  it  appear  so  prominent? 

Tell  what  you  see  in  the  distance. 

What  can  you  say  of  the  land  ?     The  sky  ?     The  water  ? 

Describe  the  windmill. 

Tell  how  you  think  people  could  get  to  this  mill. 

Describe  the  house  at  the  left  of  the  mill  ? 

If  you  think  anyone  lives  in  this  house,  tell  why. 

What  in  the  picture  tells  you  of  the  season  ? 

Of  what  country  do  you  think  this  picture  tells  ? 

What  do  you  like  best  in  this  picture  ? 

Write  a  description  of  this  picture. 


After  a  painting  by  P.  J.  C.  Gabriel 
THE  WINDMILL 


iqo  Language    Through  Nature 

Lesson  122 

PAUL  JOSEPH   CONSTANTINE  GABRIEL 

A  MONG  the  many  painters  whose  pictures  have 
^~~V.  helped  to  make  the  world  more  beautiful 
are  the  artists  of  the  little  country  of  Holland. 
Some  of  these  artists  lived  and  worked  centuries 
ago.  They  are  dead,  but  their  works  remain,  and 
their  names  are  not  forgotten. 

Others  are  living  at  the  present  time,  and  are 
noted  for  the  truth  and  beauty  of  their  pictures. 

One  of  these  artists  of  to-day  is  Paul  Joseph 
Constantine  Gabriel,  who  painted  the  picture  called 
''The  Windmill."  This  artist  lives  in  Holland.  His 
home  is  a  most  interesting  place.  The  walls  of  his 
studio,  hall,  and  stairway  are  completely  covered 
with  beautiful  pictures,  the  work  of  his  own  pencil 
and  brush.  They  are  all  pictures  of  brave  little 
Holland,  such  as  Dutch  artists  love  to  paint. 

In  these  pictures  one  sees  dark  fields  with  canals 
gleaming  like  silver  threads  between  them.  One 
sees  old  windmills  standing  like  giants  with  out- 
stretched arms,  and  great  expanses  of  sky  through 
which  one  can  almost  hear  the  sweeping  of  strong, 


Literature  and  Art  191 

wild  winds.     Such  are  the  pictures  which  Gabriel 
delights  to  paint. 

We  are  told  that  this  artist  is  quite  deaf,  but, 
while  he  is  shut  off  from  the  enjoyment  of  sweet 
sounds,  he  is  doubly  quick  to  recognize  the  beauty 
which  is  everywhere  for  those  who  have  eyes  to 
see. 

Tell  what  you  can  of  this  artist  and  his  work. 
Of  what  other  Dutch  artist  have  you  read? 

Lesson    123 

A  LAUGHING  CHORUS 

OH,  such  a  commotion  under  the  ground 
When  March  called,  "Ho,  there !  ho! " 
Such  spreading  of  rootlets  far  and  wide, 
Such  whispering  to  and  fro. 
And,  "Are  you  ready?"  the  Snowdrop  asked, 
"  'Tis  time  to  start,  you  know." 
"Almost,  my  dear,"  the  Scilla  replied; 
*   "I'll  follow  as  soon  as  you  go." 
'  Then  "Ha!  ha!  ha! "  a  chorus  came, 
Of  laughter  soft  and  low, 

From  the  millions  of  flowers  under  the  ground 
Yes  —  millions — beginning  to  grow. 


Language    Through  Nature 


Spreading  of  rootlets  far  and  wide" 


I'll  promise  my  blossoms,"  the 

Crocus  said, 

"When  I  hear  the  bluebirds  sing." 
And  straight  thereafter,  Narcissus  cried, 
"  My  silver  and  gold  I'll  bring." 
"And  ere  they  are  dulled,"  another  spoke, 
"The  Hyacinth  bells  shall  ring," 
And  the  Violet  only  murmered,  "I'm  here," 
And  sweet  grew  the  air  of  spring. 
Then,  "Ha!  ha!  ha!"  a  chorus  came, 
Of  laughter  soft  and  low, 

From  the  millions  of  flowers  under  the  ground - 
Yes  —  millions  —  beginning  to  grow. 

Oh,  the  pretty,  brave  things!  through  the 

coldest  days, 

prisoned  in  walls  of  brown, 
They  never  lost  heart  though  the  blast 

shrieked  loud, 
And  the  sleet  and  the  hail  came  down ; 


Literature  and  Art  193 

But  patiently  each  wrought  her  beautiful  dress, 
Or  fashioned  her  beautiful  crown; 

And  now  they  are  coming  to  brighten 

the  world, 

Still  shadowed  by  winter's  frown; 
And  well  may  they  cheerily  laugh,  "Ha! 

ha!  ha!" 
In  a  chorus  soft  and  low, 

The  millions  of  flowers  hid  under  the  ground  - 
Yes  —  millions — beginning  to  grow. 

With  what  exclamation  did  March  call  the  flowers? 

Tell  in  your  own  words  what  happened  under 
the  ground  when  the  flowers  heard  this  call. 

Mention  the  flowers  that  helped  to  make  the  chorus? 

Quote  the  words  in  which  each  one  told  what  he 
would  give  to  help  make  the  spring  beautiful. 

Which  of  these  quotations  are  divided  ? 

Why  is  the  Narcissus  said  to  bring  "  silver  and  gold  "? 

What  had  the  flowers  been  doing  underground  during  the 
cold  weather?    Why  are  they  called  "  brave  "  and  "  patient "  ? 

Tell  how  flowers  brighten  the  world. 

Lesson   124 
MONTHLY  SUMMARY 

Make  a  summary  of  your  weather  records  for  the  past  month. 
Compare  this  with  the  weather  summary  for  January. 
Tell-  of  any  effects  of  the  changes  in  weather. 

13 


Language    Through  Nature 


Lesson   125 

WILD   GEESE 

THE  wind  blows,  the  sun  shines,  the  birds  sing 
loud, 
The  blue,  blue  sky  is  flecked  with  fleecy  dappled 

cloud, 
Over  earth's  rejoicing  fields  the  children  dance  and 

sing, 

And  the  frogs  pipe  in  chorus,  'Tt  is  spring!    It  is 
spring  !" 

The  grass  comes,  the  flower  laughs  where  lately 

lay  the  snow, 

O'er  the  breezy  hill-top  hoarsely  calls  the  crow, 
By  the  flowing  river  the  alder  catkins  swing, 
And  the  sweet  song  sparrow  cries,  "  Spring!     It  is 

spring!" 

Hark,  what  a  clamor  goes  winging  through  the 

sky  ! 
Look,  children  !      Listen  to  the  sound  so  wild  and 

high  ! 

Like  a  peal  of  broken  bells,  —  kling,  klang,  kling,- 
Far  and  high  the  wild  geese  cry,  "  Spring!     It  is 

spring!" 


Literature  and  Art  195 

Bear  the  winter  off  with  you,  O  wild  geese  dear ! 
Carry  all  the  cold  away,  far  away  from  here  ; 
Chase  the  snow  into  the  north,  O  strong  of  heart 

and  wing, 
While  we  share  the  robin's  rapture,  crying,  " Spring! 

It  is  spring  !  " 

—  Celia  Thaxter. 

Tell  all  you  can  about  the  spring  day  described  in  the  first 
two  stanzas  of  this  poem.  When  do  such  days  come  ? 

What  is  there  in  such  a  day  to  cause  a  feeling  of  happiness  ? 

When  do  such  days  come  ? 

Quote  the  words  which  "  the  frogs  pipe  in  chorus." 

Words  used  in  such  a  manner  are  called  exclamations, 
and  are  each  followed  by  a  mark  (!)  called  the  exclamation 
point. 

Find  the  other  exclamations  used  in  this  poem. 

What  is  the  cry  of  the  wild  geese  said  to  be  like  ? 

Tell  why  the  geese  were  asked  to  carry  the  winter  off  with 
them.  To  what  place  were  they  asked  to  carry  it,  and  why  ? 

Gtve  a  reason  for  calling  these  birds  "  strong  of  heart  and 
wing." 

Learn  this  poem. 


Language    Through   Nature 


•M 


USES  OF  SAP 

The  woods  are  still  sleeping, 
But  grass  is  a-peeping 

From  under  the  snow. 
The  swallows  are  coming, 
*    The  bees  are  a-humming, 
The  sap  has  begun  to  flow! 

— Andrea  Hofer. 


P  At  what  season  of  the  year  does 

sap  begin  to  flow  ? 

Mention  ways  in  which  the  sap  of  trees  is-  used  by  man. 
Tell  which  of  these  uses  seem  most  important. 
Tell  all  you  know  about  the  making  of  maple  sugar. 
In  what  ways  is  the  sap  of  other  trees  prepared  for  use  ? 

Write  about  the  ivays  in  which  the  follozving  parts  of  trees  are 
used — wood,  bark,  fruit,  leaves,  sap.    Arrange  in  paragraphs. 


Literature  and  Art 


797 


Lesson  127 
BUDS 

Describe   the    appearance   of 
trees  and  bushes  in  winter. 

Tell  how   they  look   in    the 
spring. 

From  what  do  the  leaves  and 
blossoms  come  ? 

Tell  all  you  can  of  the  color, 
size,  and  shape  of  buds. 

Tell  what  you  notice  about  the 
arrangement  of  the  buds  on  the 
twigs.    When  were  they  formed  1| 
upon  the  trees  and  bushes? 

How  were  the  buds  protected 
during  the  cold  weather  ? 

What  causes  the  leaves  and 
blossoms  to  appear? 

SUGGESTED  WORK 

Bring  twigs  to  school  from  as  many 
varieties  of  trees  as  possible.    Make  paint- 
ings or  drawings  of  one  twig  of  each  kind.      Place  the  twigs  in  water  and 
watch  to  see  what  happens. 

After  a  week  make  another  painting  or  drawing  of  the  same  twig,  showing 
what  changes  have  taken  place. 

Watch  the  trees  from  which  the  twigs  came  to  see  if  a  similar  change 
takes  place  there.  Keep  a  record  of  the  date  on  which  each  kind  of  tree  blossoms. 
Watch  for  any  visitors  that  may  come  to  the  tree.  Try  to  find  why  they  come. 

Write  a  paper  to  put  with  your  drawings,  giving  anything  of  interest  about 
the  tree  that  you  have  not  been  able  to  tell  in  your  picture  of  it. 

If  you  have  in  your  collection  of  woods  a  leaf,  a  specimen  of  the  bark,  and 
a  cross  section  from  the  same  kind  of  tree,  add  the  twig,  and  your  paper  upon 
the  tree  to  that  collection. 


How  the  buds  are  arranged 


Langitage    Through  Nature 


Lesson  128 

THE  TREE 

THE  Tree's  early  leaf-buds  were  bursting  their 
brown  ; 
"  Shall  I  take  them  away?"  said  the  Frost,  sweep- 

ing down. 

"No,  leave  them  alone 
Till  the  blossoms  have  grown," 
Prayed  the  Tree,  while  he  trembled  from  rootlet  to 
crown. 

The  Tree  bore  his  blossoms,  and  all  the  birds  sung: 
"Shall  I  take  them  away?"  said  the  Wind,  as  he 

swung. 

"No,  leave  them  alone 
Till  the  berries  have  grown," 
Said  the  Tree,  while  his  leaflets  quivering  hung. 

The  Tree  bore  his  fruit  in  the  midsummer  glow: 
Said  the  girl,  "May  I  gather  thy  berries  now?" 
"Yes,  all  thou  canst  see: 
Take  them;  all  are  for  thee," 

Said   the   Tree,    while   he   bent   down   his  laden 
boughs  low. 

—  Bjornstjerne  Martinius  Bjornson. 


Literature  and  Art  199 

Of  what  time  in  the  tree's  life  does  the  first  stanza  tell? 
Wtiat  question  did  the  frost  ask  the  tree  ? 
Quote  the  tree's  reply. 
Why  did  the  tree  tremble  ? 

Tell  what  the  wind  asked  when  the  tree  bore  her  blossoms. 
Quote  the  tree's  answer. 

Tell  when  the  girl  came  to  the  tree,  and  for  what  she  asked. 
What  reply  did  the  tree  make  ? 

Tell  why  you  think  the  tree  was  ready  to  give  the  ripe 
fruit  to  the  girl. 

Make  pictures  to  illustrate  each  stanza. 

Lesson   129 

A  SPRING  FLOWERS 

iJIL  Mention  any  flowers  that  you  have  seen  in  bloom 

his  spring. 

«•  v  f*    Tell  which  one  you  like  best,  and  why.     Describe 

^  its  dress,  and  tell  where  it  grows. 

Which  flowers  bring  us  "  gold  "  as  does  the 
Narcissus  ? 

Name  the  colors  that  you  have  seen 
in  spring  flowers. 
Which  flowers  have  sweet  odors  ? 
Tell  which  flowers  you  think  the  bees  like 
to  visit. 

Mention  things  that  help  flowers  grow. 

Everywhere  about  us  are  they  glowing, 
Some  like  stars,  to  tell  us  Spring  is  born. 

— From  "Flowers"  by  Henry  W.  Longfellow. 


200  Language   Through  Nature 

Lesson  130 
BIRDS 

Tell  where  many  of  the  birds 
have  been  during  the  winter. 

Mention  birds  that  have  returned 
this  spring,  and  the  order  in  which 
you  saw  them. 

Describe  any  one  of  these  birds. 
Tell  what  you  can  of  its  flight  or 
other  movements.     What  can  you 
say  of  its  call  or  song  ? 
Tell  what  you  know  about  its  food. 
Where,  and  of  what,  will  it  build  its  nest? 

Where  does  the  owl  nest  ?  Write  about  one  of  these  birds,  telling  why 
it  went  away  last  fall,  where  it  went,  what  yon  think  it  saw  while 
away,  its  return  journey,  and  why  it  came  back. 

SUGGESTED  WORK 

Watch  for  birds  returning  from  the  South.  Note  the  color  and  size  of  each. 
Watch  the  way  in  which  they  fly.  Listen  for  their  call  or  song.  Find  out  what 
they  eat,  and  how  they  get  their  food.  Learn  each  bird's  name. 

Watch  for  any  signs  of  nest-building.  What  material  does  the  bird  gather  ? 
Where  does  it  build  ?  What  means  does  it  take  for  the  protection  or  conceal- 
ment of  its  nest?  Keep  a  record  of  the  date  on  which  you  first  see  each  bird. 

Beloved  of  children,  bards  and  spring, 

O  birds,  your  perfect  virtues  bring, 

Your  song,  your  forms,  your  rhythmic  flight, 

Your  manners  for  the  heart's  delight, 

Nestle  in  hedge,  or  barn,  or  roof, 

Here  weave  your  chamber  weather-proof. 

— From  "May  Day''  by  Ralph  Waldo  Emerson. 


Literature  and  Art 


201 


Lesson   131 


The 

robin  was 
there 


THE  LESSON  IN  NEST- 
BUILDING 

ONCE  upon  a  time  there 
was  a  great  meeting  of 
birds.     There  were  gathered 
together  a  thrush,  blackbird, 
lark,    robin,    bluebird,  wren, 
swallow,  sparrow,  owl, — and 
also  many  more,     The  magpie  had 
found  a  way  to  build  a  wonderful 
nest,  and  the  other  birds  wished  to 
know  how  it  was  done.     So  she  called  them  all 
together  to  show  them. 

After  telling  them  to  watch  carefully,  she  began 
to  build  by  taking  some  mud  and  pressing  it  into 
a  round,  flat  shape.  Before  she  had  time  to  do 
more  one  of  the  birds  flew  away,  thinking  she 
had  learned  all  there  was  to  know  about  nest- 
building,  and  to  this  day  her  children  build  their 
nests  with  mud,  for  they  have  been  taught  no  better 
way. 

Next  the  magpie  took  bits  of  twigs  and  pressed 
them  into  the  mud  for  a  strong  foundation.  With- 


202 


Language    Through  Nature 


out  waiting   to   see  more  another 
bird  chirped,  "I  can  surely  build 
a  nest  like  that,"  and  off  she  went 
to  begin. 

But  the  magpie  put  on  more 
mud  and  more  twigs,  pressing 
the  nest  into  shape  and  adding 
leaves  and  grass  to  the  outside. 
"Strange  that  I  never  thought 

of  that,"  said  a  third 

bird  as  she  flew  away.  Soon 
she  was  busily  at  work  building 
a  nest  of  her  own,  and,  though 
her  nest  was  a  rough,  unfinished 
affair,  many  others  are  still  made  just  like  it. 

The  magpie  worked  away,  weaving  in  thread  or 
hair  to  make  the  nest  strong,  and  lining  it  with 
straw  and  soft  feathers  until  it  was  fine  indeed. 

Only  a  few  birds  had  enough  patience  to  stay 
for  the  whole  lesson.  Long  before  it  was  finished 
most  of  them  had  flown  away  to  build  nests  for 
themselves.  Each  had  noticed  only  a  part  of  the 
building,  and  so  made  their  separate  nests  in  many 
different  ways.  But  every  bird  thought  it  knew  all 
about  nest-building,  and  so  never  took  another 


Hoiv  one  bird 
hangs  its  nest 


Literature  and  Art  203 

lesson.     This  is  why  there  are  so  many  different 
kinds  of  nests  built  to-day. 

Tell  about  the  lesson  in  nest-building. 
Which  part  of  the  magpie's  lesson  do  you  think  was  learned 
by  some  bird  that  you  have  seen  ? 

Make  pictures  showing  places  where  the  birds  which  you  know 
might  build  nests. 

Lesson  132 
INSECT   LIFE 

And  there's  never  a  leaf  nor  a  blade  too  mean 
To  be  some  happy  creature's  palace. 

— From  "The  Vision  of  Sir  Launfal"  by  James  Russell  Lowell. 

What  insects  have  you  noticed  this  spring  ? 

Tell  where  you  saw  them,  and  what  they  were  doing. 

Gould  they  be  easily  seen  ?     If  not,  tell  the  reason. 

Describe  the  movements  of  any  of  these  insects. 

What  sounds  have  you  heard  them  make,  and  how  do  you 
think  they  were  made  ? 

Tell  what  you  can  about  the  winter  homes  of  any  of  these 
insects,  how  they  were  protected  from  the  cold,  and  where 
they  get  food. 

Tell  ways  in  which  some  insects  are  of  use  to  man. 

Mention  insects  that  depend  upon  plants  for  food. 

Choose  the  insect  that  you  knoiv  most  about  and  write  a  para- 
grapJi  on  each  of  the  following  topics  : 

Its  appearance.     Its  home.     Its  movements.     Its  food. 

Tell  abcut  any  way  in  which  this  insect  is  useful  or  injurious. 

Remember  to  use  capital  letters  and  punctuation  marks  correctly. 


204 


Language    Through  Nature 


From  a  painting  by  Charles  Francois  Daubigny 
SPRINGTIME 
'•'•The  apple-blossom  is  very  important  to  the  bees" 

Lesson   133 

BEES 

THE   honey-bee    goes   forth   from  the  hive  in 
spring  like  the  dove  from  Noah's  ark,  and  it 
is  not  till  after  many  days  that  she  brings  back  the 
olive  leaf,  which  in  this  case  is  a  pellet  of  golden 


Literature  and  Art 


pollen  upon  each  hip,  usually  obtained  from  the 
alder  or  swamp  willow.  In  a  country  where  maple 
sugar  is  made  the  bees  get  their  first  taste  of  sweet 
from  the  sap  as  it  flows  from  the  spiles,  or  as  it 
dries  and  is  condensed  upon  the  sides  of  the 
buckets.  They  will  some- 
times, in  their  eagerness,  , 
come  about  the  boiling 
place,  and  be  over- 
w helmed  by  the 
steam  and  the  sfnoke.  But 
bees  appear  to  be  more  eager 
for  bread  in  the  spring  than  for  honey; 
their  supply  of  this  article,  perhaps,  does 
not  keep  as  well  as  their  stores  of  the 
latter  ;  hence  fresh  bread,  in  the  shape  of  new  pol- 
len, is  diligently  sought  for.  My  bees  get  their  first 
supplies  from  the  catkins  of  the  willows.  How 
quickly  they  find  them  out.  If  but  one  catkint opens 
anywhere  within  range  a  bee  is  on  hand  that  very 
hour  to  rifle  it,  and  it  is  a  most  pleasing  experience 
to  stand  near  the  hive  some  mild  April  da}^  and  see 
them  come  pouring  in  with  their  little  baskets 
packed  with  the  first  fruitage  of  the  spring.  They 
will  have  new  bread  now;  they  have  been  to  mill  in 


206  Language    Through  Nature 

good  earnest ;  see  their  dusty  coats,  and  the  golden 
grist  they  bring  home  with  them. 

When  a  bee  brings  pollen  into  the  hive  he 
advances  to  the  cell  in  which  it  is  to  be  deposited 
and  kicks  it  off  as  one  might  his  overalls  or 
rubber  boots,  making  one  foot  help  the  other;  then 
he  walks  off  without  ever  looking  behind  him ; 
another  bee,  one  of  the  indoor  hands,  comes  along 
and  rams  it  down  with  his  head  and  packs  it  into 
the  cell  as  the  dairymaid  packs  butter  into  a  firkin. 
#  #  #  # 

The  first  honey  is  perhaps  obtained  from  the 
flowers  of  the  red  maple  and  the  golden  willow. 
The  latter  sends  forth  a  wild,  delicious  perfume. 
The  sugar  maple  blooms  a  little  later,  and  from  its 
silken  tassels  a  rich  nectar  is  gathered.  *  *  The 
apple-blossom  is  very  important  to  the  bees.  A 
single  swarm  has  been  known  to  gain  twenty 

pounds  in  weight  during  its  continuance.      Bees 

• 

love  the  ripened  fruit,  too,  and  in  August  and  Sep- 
tember will  suck  themselves  tipsy  upon  varieties 
like  the  sops-of-wine. 

— From  "Locusts  and  Wild  Honey''  by  John  Burroughs. 

Tell  in  your  own  words  what  Mr.  Burroughs 
says  in  this  selection  about  bees. 


Literature  and  Art  207 

Lesson  134 

BLOSSOMS  AND   BEES 

Mention  any  trees  that  you  have  noticed  with  blossoms. 

Describe  any  of  the  blossoms  that  you  have  seen  and  tell 
which  you  like  best.  How  do  you  sometimes  know  that  a  tree 
is  in  bloom  before  you  see  the  flowers  ? 

Tell  what  visitors  come  to  the  blossoms  and  what  they 

gather  from  them.     Tell  all  yoti  can  about  the  way  in  which 

these  materials  are  gathered  and  carried. 

.    How  do  bees  use  what  they  get  from  flowers  ? 

Describe  the  sound  they  make. 

Tell  how  they  defend  themselves  when  disturbed. 

What  use  do  people  often  make  of  the  bees'  store  ? 

Tell  what  you  know  about  the  ways  in  which  people  shelter 
and  care  for  bees. 

Lesson    135 

KING  SOLOMON  AND  THE   BEE 

IN  olden  times  there  lived  a  wise  king  named 
Solomon.  He  knew  all  the  flowers  of  the  field 
and  the  trees  of  the  forest;  the  secrets  of  the  birds 
and  squirrels;  all  the  insects  and  creeping  things, 
where  they  lived  and  how  they  got  their  food. 
People  who  had  disputes  to  settle  took  them  to  him, 
believing  that  he  would  know  and  tell  them  what 
was  right,  and  so  correct  was  he  in  his  judgments 


208  Language    Through  Nature 

that  kings  of  distant  lands  came  to  his  country  or 
sent  their  great  men  to  learn  of  him. 

The  Queen  of  Sheba  heard  of  Solomon's  fame 
and  decided  to  visit  him  and  test  for  herself  his 
great  wisdom.  She  had  her  most  skillful  workmen 
make  a  bunch  of  artificial  flowers,  and  so  perfect 
were  they  that  the  keenest  eye  could  not  tell  them 
from  the  flowers  that  grow  in  the  field.  When  she 
came  before  the  king,  these  make-believe  flowers 
and  a  bunch  of  real  flowers  were  brought  in  and  the 
king  was  asked  to  tell  which  were  the  real  flowers. 

The  king  was  puzzled,  for,  look  as  carefully  as 
he  might,  his  eye  could  not  tell  which  flowers  were 
real.  Just  then  he  caught  sight  of  a  bee  outside  the 
window  and  told  a  servant  to  throw  wide  the  sash. 
The  bee  flew  into  the  room  and  soon  made  its  way 
to  the  heart  of  the  real  flowers.  Then  the  king  said, 
"The  answer  to  your  question  is  plain,  O  Queen; 
the  strong  and  wise  may  learn  from  the  smallest 
creature  if  he  will  but  watch  for  its  teaching." 

The  queen  answered,  "I  have  come  far  to  learn 
the  secret  of  your  wisdom,  O  King,  and  my  journey 
is  not  in  vain.  I  begin  to  see  that  you  are  truly 
wise." 

Write  the  story  of  King  Solomon  and  the  Bee. 


Literature  and  Art  209 

Lesson    136 
SPRING  WORK   ON  THE   FARM 

Tell  what  work  a  farmer  must  be  about  in  the  spring-time. 

Why  does  he  plow  the  fields  ? 

What  else  is  done  to  prepare  the  soil  for  the  seed  ? 

Tell  which  seeds  the  farmer  will  sow  and  which  he  will 
plant.     Where  do  you  think  he  will  get  his  seed  ? 

When  the  seeds ^^begin  to  grow,  how  must  they  be 

cared  for  ? 

Some  seeds  are 
sown  in  the  autumn.    Tell 
what  happens  to  them 
during  the  winter. 

Besides   the    sow- 
ing and  the  planting, 
describe  some  other  spring  work  that  the  farmer  must  do,  and 
tell  why  it  is  necessary. 

Make  drawings  or  cuttings  illustrating  some  of  the  work  which 
t  lie  farmer  does  in  the  spring;  also  some  oftliefarm  tools  or  machines. 

"We  plow  the  fields  and  scatter  the  good  seed  o'er 

the  land, 

But  it  is  fed  and  watered  by  God's  almighty  hand. 
He  sends  the  snow  in  winter,  the  warmth  to  swell 

the  grain, 
The  breezes  and  the  sunshine  and  sweet  refreshing 

rain.  "  — From  the  "  Thanksgiving  Song"  in  "Songs 


14 


for  Children"  by  Rleanor  Smith. 


2io  Language    Through  Nature 

Lesson   137 

A  PICTURE  STUDY 

Tell  what  this  man  is  doing,  and  how  the  ground  has  been 
prepared  for  the  seed. 

What  in  the  picture  shows  you  how  and  by  whom  this  has 
been  done? 

How  does  the  sower  carry  the  seed,  and  how  much  does  he 
sow  at  a  time  ? 

What  can  you  say  of  the  time  it  will  take  to  sow  the  whole 
field  ?  How  do  you  think  this  man  feels  about  his  work  ? 

What  tells  you  that  he  is  able  to  do  it  ? 

For  what  do  you  think  he  hopes  as  he  sows  the  seed  ? 

What  does  this  picture  tell  you  about  the  kind  of  worker 
this  man  is  ? 

If  he  does  his  part  and  puts  the  seed  into  the  ground,  of 
what  help  is  he  sure? 

Tell  what  you  remember  about  the  artist  who  painted  the 
picture  of  which  this  is  a  copy. 

THE   PARABLE  OF  THE  SOWER 

BEHOLD,  a  sower  went  forth  to  sow ; 
And  when  he  sowed,  some  seeds  fell  by  the 
wayside,  and  the  fowls  came  and  devoured  them  up : 
Some  fell  upon  stony  places,  where  they  had  not 
much  earth:  and  forthwith  they  sprung  up,  because 
they  had  no  deepness  of  earth : 

And  when  the  sun  was  up,  they  were  scorched; 
and  because  they  had  no  root,  they  withered  away. 


From  a  painting  by  Jean  Francois  Millet 
THE  SOWER 


212 


Language    Through  Nature 


And  some  fell  among  thorns;  and  the  thorns 
sprung  up,  and  choked  them: 

But  others  fell  into  good  ground,  and  brought 
forth  fruit,  some  a  hundredfold,  some  sixtyfold, 
some  thirtyfold. 

—  The  Bible :    St.  Matthew  xtii,  3-8. 

Find  the  meaning  of  the  word  parable.  Tell  this 
parable  in  your  own  words. 

Lesson   138 
SPRING 

What  do  your  weather  records  show  about  the  temperature 
and  length  of  day  at  this  time  ? 

Tell  about  any  changes  that  are  being  made  about  your 
house.  What  can  you  say  about  the  heating  and  lighting  of 
your  home  at  this  season  ? 

What  changes  do  people  make  in  their  clothing? 

Tell  about  the  goods  which  are  displayed  in  shop  windows 
at  this  time  of  the  4^  year. 


What  changes, 


are  made  in  the  street  cars? 


Literature  and  Art  21  j 

Lesson   139 

COTTON 

Why  is  cotton  cloth  used  for 
clothing-  in  warm  weather  ? 

Describe  the  different  forms 
in  which  cotton  is  used. 

From  what  is  cotton  obtained,  and  in  what  kind  of  climate 
does  it  grow"?  Tell  all  you  can  of  the  cultivation  and  picking 
of  cotton,  and  how  it  is  prepared  for  use. 

Why  are  some  kinds  of  cotton  cloth  thick  and  heavy, 
while  others  are  light  and  thin  ? 

Mention  different  kinds  of  cloth  which  are  made  of  cotton. 

Tell  what  you  know  about  the  different  colors  and  designs 
which  we  see  in  cotton  cloth. 

From  whom  do  we  purchase  this  cloth?  Where  does  he 
get  it? 

Make  designs  for  a  stripe,  a  check,  and  a  flowered  pattern  which 
you  would  like  to  see  made  in  cotton  cloth. 

SUGGESTED  WORK 

Soak  some  Lima  beans,  peas,  and  morning-glory  seeds  in  water  over  night. 
From  one  of  each  kind  remove  the  skin  and  carefully  examine  what  you  find. 

Write  a  description  of  what  you  see,  and  tell  the  use  of  each  part. 

Lay  a  piece  of  white  sheet-wadding  on  the  top  of  a  glass  of  water. 

Scatter  some  flax  seed  on  the  wadding  and  notice  what  happens. 

Fill  a  large  glass  jar  with  black  soil.  Plant  some  seeds,  such  as  beans, 
peas,  corn,  and  squash,  in  the  soil,  and  quite  close  to  the  glass.  Keep  the  jar 
on  a  sunny  window- sill,. watering  the  soil  well,  and  notice  how  the  different 
seeds  behave.  You  may  also  plant  beans,  peas,  corn,  and  other  seeds,  some 
in  sand  and  some  in  damp  sawdust. 

Watch  all  these  seeds,  noticing  when  they  begin  to  grow  and  how  they  grow. 

Bring  a  small  box  of  soil  from  your  garden  or  yard  in  which  you  have  put 
no  seed.  Place  it  in  the  sunshine  and  water  it  daily.  Watch  to  see  what 
grows  in  this  soil.  From  what  do  these  plants  come  and  how  did  the  seed  get 
into  the  soil  ? 


214  Language    Through  Nature 

Lesson    140 

SEEDS 

Mention  some  of  the  seeds  that  are  being  planted  at  this 
season.  How  do  we  get  these  seeds  for  planting  ? 

If  .you  bought  any  of  them,  tell  where. 

How  were  they  put  up  and  by  whom  was  this  work  done? 
Why  is  it  necessary  for  some  one  to  save  seeds  in  this  way  ? 

If  you  have  examined  a  large  seed  name  the  parts  you  have 
found.  Tell  what  you  can  of  the  use  of  each  part.  What  is 
necessary  for  the  growth  of  the  seed  ? 

Mention  other  things  beside  seeds  from  which  plants  grow. 

Name  some  of  the  plants  that  are  so  grown. 

Lesson    141 
GARDENS 

Describe  different  kinds  of  gardens.  If  you  have  ever  had 
a  garden  you  may  tell  how  the  soil  was  prepared  for  the  seed. 

Name  the  seeds  used  in  making  the  garden.  Which  were 
planted  and  which  sown  ?  In  what  month  was  this  work  done  ? 

What  plants  did  you  set  out,  and  how  did  you  care  for  them? 

Tell  what  you  got  from  the  garden  when  the  plants  and 
seeds  had  grown.  For  what  were  these  things  used  ? 

Of  what  use  are  the  flowers 
in  your  garden? 

Some  tools  used  in 
gardening 


Literature  and  Art  215 

Lesson   142 

THE  STORY  OF  A  SEED 

TWO  seeds  lay  beside  each  other  in  the  earth, 
waiting.  It  was  cold,  and  rather  wearisome; 
and,  to  beguile  the  time,  the  one  found  means  to 
speak  to  the  other. 

"What  are  you  going  to  be?"  said  the  one. 

"I  don't  know,"  answered  the  other. 

"For  me,"  rejoined  the  first,  "I  mean  to  be  arose. 
There  is  nothing  like  a  splendid  rose.  Everybody 
will  love  me  then!" 

"It's  all  right,"  whispered  the  second;  and  that 
was  all  he  could  say ;  for  somehow  when  he  had 
said  that,  he  felt  as  if  all  the  words  in  the  world 
were  used  up.  So  they  were  silent  again  for  a  day 
or  two. 

"Oh,  dear!"  cried  the  first,  "I  have  had  some 
water.  I  never  knew  till  it  was  inside  me.  I'm 
growing!  I'm  growing!  good-by!" 

"Good-by!"  repeated  the  other,  and  lay  still;  and 
waited  more  than  ever. 

The  first  grew  and  grew,  pushing  itself  straight 
up,  till  at  last  it  felt  that  it  was  in  the  open  air,  for 


216  Language    Through  Nature 

it  could  breathe.  And  what  a  delicious  breath  that 
was !  It  was  rather  cold,  but  so  refreshing.  The 
flower  could  see  nothing,  for  it  was  not  quite  a 
flower  yet,  only  a  plant;  and  they  never  see  till  their 
eyes  come,  that  is,  till  they  open  their  blossoms,  then 
they  are  flowers  quite.  So  it  grew  and  grew,  and 
kept  its  head  up  very  steadily,  meaning  to  see  the 
sky  the  first  thing,  and  leave  the  earth  quite  behind 
as  well  as  beneath  it.  But  somehow  or  other,  though 
why  it  could  not  tell,  it  felt  very  much  inclined  to 
cry.  At  length  it  opened  its  eyes.  It  was  morning, 
and  the  sky  was  over  its  head;  but  alas !  itself  was 
no  rose  —  only  a  tiny  white  flower.  It  felt  yet  more 
inclined  to  hang  down  its  head  and  to  cry;  but  it  still 
resisted,  and  tried  hard  to  open  its  eye  wide,  and  to 
hold  its  head  upright,  and  to  look  full  at  the  sky. 

"I  will  be  a  star  of  Bethlehem  at  least! "  said  the 
flower  to  itself. 

But  it  had  felt  very  heavy;  and  a  cold  wind 
rushed  over  it,  and  bowed  it  down  towards  the 
earth.  And  the  flower  saw  that  the  time  of  the 
singing  of  birds  was  not  come,  that  the  snow  cov- 
ered the  whole  land,  and  that  there  was  not  a  single 
flower  in  sight  but  itself.  And  it  half-closed  its 
leaves  in  terror  and  the  dismay  of  loneliness. 


Literature  and  Art  217 

But  at  that  instant  it  remembered  what  the 
other  flower  used  to  say;  and  it  said  to  itself,  "It's 
all  right;  I  will  be  what  I  can."  And  thereon  it 
yielded  to  the  wind,  drooped  its  head  to  the  earth, 
and  looked  no  more  on  the  sky,  but  on  the  snow. 
And  straightway  the  wind  stopped,  and  the  cold 
died  away,  and  the  snow  sparkled  like  pearls  and 
diamonds;  and  the  flower  knew  that  it  was  the 
holding  of  its  head  up  that  had  hurt  it  so;  for  that 
its  body  came  of  the  snow,  and  that  its  name  was 
Snowdrop.  And  so  it  said  once  more,  "It's  all 
right! "  and  waited  in  perfect  peace.  All  the  rest  it 
needed  was  to  hang  its  head  after  its  nature. 

—  From  "David Elginbrod"  by  George  Macdonald. 

Write  "The  Story  of  a  Seed"  in  your  own  words, 
being  careful  to  make  your  work  correct  in  form. 

Lesson   143 
FARM   ANIMALS 

Mention  all  of  the  animals  you  can  which  are  usually  seen 
at  a  farm. 

Tell  which  help  the  farmer  in  his  work  and  in  what  way 
they  help  him. 

Why  do  you  think  the  farmer  keeps  other  animals  that  do 
not  help  him  work  ?  Mention  some  such  animals,  and  tell  in 
what  way  each  one  is  useful. 


2l8 


Language    Through  Nature 


From  a  painting  by  Constant  Troyon 
FARM  ANIMALS 

Tell  how  the  farm  animals  are  sheltered  and  fed  during 
the  winter. 

How  are  they  cared  for  during  the  warm  weather? 

Write  a  paper  telling  what  articles  of  food  are  obtained  from 
the  following : 

Cows  Poultry 

Pigs  Sheep 

Tell  from  whom  yon  obtain  these  articles  of  food,  and  from 
whom  he  gets  them. 

Be  careful  about  paragraphing,  punctuation,  and  use  of  capital 
letters. 


Literature  and  Art 


Lesson 


144 


FARM   PRODUCTS 

Mention  some  of  the  prod- 
ucts of  the  farm  which  are  used 
on  the  table.  Tell  which  of 
these  are  obtained  from  plants. 

Mention  those  products  which  are  obtained  from  animals. 

How  are  they  prepared  for  our  use  ? 

Of  whom  do  we  get  these  farm  products  ? 

Tell  all  you  can  of  how  they  are  brought  from  the  farm. 

How  are  these  products  measured  and  sold  ? 

Make  pictures  showing  ways  in  which  these  products  are  carried 
from  place  to  place. 


The  luscious 
strawberry 


SUGGESTED  WORK 


If  you  would  like  to  see  how  one  of  the  farm  products  is  prepared  for  use, 
you  can  easily  do  so  in  the  following  manner  . 

Get  a  quart  jar  to  use  as  a  churn.  Make  a  dasher  by  nailing  two  short, 
flat  sticks  together  in  the  form  of  an  X.  Fasten  this  X  at  its  center  to  the 
end  of  a  stick  a  foot  long.  Make  a  cover  of  wood  or  of  cardboard,  with  a  hole 
in  the  middle,  through  which  the  stick  or  handle  passes. 

Put  a  pint  of  sour  cream  in  the  jar.  Now  churn  until  the  butter  comes. 
Gather  up  all  the  little  yellow  bits.  Press  them  together.  Wash  with  cold 
water  and  work  in  a  little  salt. 

Write  a  description  of  your  churning. 


22o  Language    Through  Nature 

Lesson   145 

ROADS 

Mention  any  farm  or  garden  products  that  are  brought  to 
our  market  in  wagons. 

What  kind  of  roads  are  necessary  to  make  this  work  safe 
and  easy  ?  How  are  roads  made,  and  how  are  they  mended  or 
kept  in  good  order  ? 

Tell  why  the  roads  or  streets  are  paved  in  cities. 

Name  materials  which  are  used  for  this  purpose. 

.Which  material  do  you  think  is  best,  and  why? 

How  are  these  materials  used  in  paving  ? 

Lesson    146 

A  PICTURE  STUDY 

Tell  what  you  see  in  this  picture. 

What  is  the  woman  doing  ? 

In  what  other  picture  in  this  book  have  you  seen  women 
resembling  this  one  ? 

Where  do  you  think  this  woman  lived?  Why  do  you 
think  so  ? 

What  do  you  think  of  this  woman  as  a  worker? 

What  in  the  picture  tells  you  this? 

What  else  does  the  picture  show  you  about  the  woman  ? 

What  do  you  think  the  artist  intended  to  be  the  principal 
thing  in  this  picture?  Tell  how  he  has  shown  this. 

Who  was  the  artist,  and  what  other  pictures  by  him  have 
you  seen? 


From  a  painting  by  Jean  Francois  Millet 
A  WOMAN  CHURNING 


222  Language   Through  Nature 

Lesson    147 
THE   BOY  AND  THE   RIVER 

A  Fable 

A  LITTLE  boy  was  once  sent  to  market  by  his 
^-JL  mother  to  sell  butter  and  cheese. 

On  the  way  he  came  to  a  swift-flowing  river. 
The  boy  stopped  and  looked  at  the  water  as  it  ran 
swiftly  by  on  its  way  to  the  great  sea.  "Well," 
said  he  to  himself,  "there  is  no  bridge  here,  nor 
any  boat  in  sight,  so  I  will  wait  until  the  water  has 
all  run  by."  Saying  this,  he  laid  himself  down  in 
the  shade  on  the  mossy  bank  to  wait  until  the  river 
ran  by. 

The  morning  passed  away  and  noon  came ;  still 
the  river  ran  on,  and  the  boy  waited.  The  after- 
noon came  and  went  and  the  golden  sun  sank  down 
in  the  west,  but  the  river  still  ran  on,  and  the  boy 
waited.  Late  at  night  he  went  home  to  his  mother 
with  the  butter  and  cheese. 

"How  is  this,  my  son?"  she  exclaimed  in  sur- 
prise. ' '  Why  have  you  brought  all  the  butter  and 
cheese  home  again?" 

"Mother,"  replied  the  boy,  "yonder  there  is  a 


Literature  and  Art 


223 


river  that  has  been  running  all  day  long,  and  I 
stayed  until  now,  waiting  for  it  to  run  by,  yet  it  is 
still  running." 

"Ah,  my  son,"  said  his  mother,  "you  will  never, 
never  sell  your  butter  and  cheese  if  you  wait  till 
the  river  has  run  by." 

Write  the  story  of  f(  The  Boy  and  the  River. " 


Lesson    148 


RAIN  IN   SUMMER 


HOW  beautiful  is  the  rain! 
After  the  dust  and  heat, 
In  the  broad  and  fiery  street, 
In  the  narrow  lane, 
How  beautiful  is  the  rain! 


How  it  clatters  along  the  roofs, 
Like  the  tramp  of  hoofs ! 

"How  if  clatters 

How  it  gushes  and  struggles  out, 

From  the  throat  of  the  overflowing  spout! 

Across  the  window-pane 
It  pours  and  pours  ; 


224  Language    Through  Nature 

And  swift  and  wide 

With  a  muddy  tide, 

Like  a  river  down 'the  gutter  roars 

The  rain,  the  welcome  rain! 

The  sick  man  from  his  chamber  looks 

At  the  twisted  brooks; 

He  can  feel  the  cool 

Breath  of  each  little  pool; 

His  fevered  brain 

Grows  calm  again, 

And  he  breathes  a  blessing  on  the  rain, 

From  the  neighboring  school 

Come  the  boys, 

With  more  than  their  wonted  noise 

And  commotion; 

And  down  the  wet  streets 

Sail  their  mimic  fleets, 

Till  the  treacherous  pool 

Ingulfs  them  in  its  whirling 

And  turbulent  ocean. 

\ 

In  the  country,  on  every  side, 

Where  far  and  wide, 

Like  a  leopard's  tawny  and  spotted  hide, 


Literature  and  Art  225 

Stretches  the  plain ; 
To  the  dry  grass  and  the  drier  grain 
How  welcome  is  the  rain! 
*  *  # 

— Henry  W.  Longfellow. 

With  what  exclamation  does  this  poem  begin  ? 

Give  as  many  reasons  as  you  can  for  calling  the  rain 
" beautiful."  Tell  about  sounds  you  have  heard  the  rain  make. 

What  becomes  of  the  rain  that  falls  on  the  roofs  and  streets? 

If  you  have  ever  played  in  the  water  after  a  rain  storm, 
tell  about  it.  What  happens  to  the  brooks  after  a  rain? 

What  welcomes  the  rain  in  the  country  ? 

Illustrate  the  fifth  stanza  by  a  picture. 

Fall,  gentle  rain,  in  blessed,  brimming  drops; 
Cool  with  thy  kiss  the  city's  burning  streets; 
Moisten  the  meadows  where  the  hot  sun  beats, 
And  fall  refreshing  on  the  thirsty  crops. 

— From  "Songs  of  the  Soil"  by  Frank  L.  Stanton. 


15 


226 


Language    Through   Nature 


Lesson  149 

WATER   SUPPLY 

I  clatter  over  stony  ways, 
In  little  sharps  and  trebles; 
I  bubble  into  eddying  bays; 
I  babble  on  the  pebbles. 

—  From  "  The  Brook  "  by  Alfred  Lord  Tennyson. 

Mention  different  purposes  for  which  water  is  used. 
Describe  the  ways  in  which  rain  water  is  caught  and  stored. 
Name  other  places  from  which  water  is  obtained. 
Tell  about  ways  in  which  water  is  brought  from  distant 
sources  to  places  where  it  is  needed. 

How  is  water  obtained  from  deep  places  in  the  earth? 

Make  pictures  to  illustrate  ways  in  which  people  obtain  water. 
Write  a  paper  telling  tJie  source  of  the  water  supply  in  your 
home  and  describing  the  way  in  wliicli  you  get  it. 


Literature  and  Art 


Lesson    150 

,     JUNE  DAYS 

AND  what  is  so  rare  as  a  day  in 
June? 

Then,  if  ever  come  perfect  days; 
Then  Heaven  tries  earth  if  it  be 

in  tune, 
And  over  it  softly  her  warm  ear 

lays; 
Whether  we  look,  or  whether 

we  listen, 
We  hear  life  murmur,  or  see  it  glisten; 


We  sit  in  the  warm  shade  and  feel  right  well 
How  the  sap  creeps  up  and  the  blossoms  swell ; 
We  may  shut  our  eyes,  but  we  cannot  help  knowing 
That  skies  are  clear  and  grass  is  growing; 
The  breeze  comes  whispering  in  our  ear, 
That  dandelions  are  blossoming  near, 

That  maize  has  sprouted,   that  streams  are 

flowing, 

That  the  river  is  bluer  than  the  sky, 
That  the  robin  is  plastering  his  house  hard  by ; 


228 


Language    Through  Nature 


From  a  painting-  by  E.  L.  Alkan-Levy 

1  Whether  we  look^  or  whether  ive  listen. 
We  hear  life  murmur,  or  see  it  glisten." 


And  if  the  breeze 

kept    the    good 

news  back, 
For  other   couriers 

we    should    not 

lack ; 
We  could  guess  it 

all  by  yon  heifer's 

lowing,— 
And   hark!    how 

clear  bold  chanti- 
cleer, 
Warmed  with  the 

new  wine  of  the 

year, 

Tells  all  in  his  lusty 
crowing ! 

Joy  conies,  grief 
goes,  we  know  not 
how; 

Everything  is  happy 
now, 


Everything  is  upward  striving; 
'Tis  as  easy  now  for  the  heart  to  be  true 
As  for  grass  to  be  green  or  skies  to  be  blue, — 

'Tis  the  natural  way  of  living. 

—From  "  The  Vision  of  Sir  Launfal"  by  James  Russell  Lowell. 


Literature  and  Art  229 

What  kind  of  a  June  day  does  this  poem  describe  ? 

Tell  what  we  like  to  do  on  such  days. 

Mention  some  things  that  we  "  know,"  even  though  "  we 
may  shut  our  eyes." 

What  is  it  that  tells  us  about  these  things  ? 

In  what  way  do  the  " other  couriers"  or  messengers  bring 
the  news  of  spring  days? 

What  is  it  that  makes  everything  happy  on  such  days  ? 


Lesson    1 5  i 

THE   GLADNESS   OF  NATURE 

IS  this  a  time  to  be  cloudy  and  sad, 
When  our  mother  Nature  laughs  around; 
When  even  the  deep  blue  heavens  look  glad, 

And   gladness   breathes    from    the    blossoming 
ground  ? 

There  are  notes  of  joy  from  the  hang-bird  and 
wren, 

And  the  gossip  of  swallows  through  all  the  sky, 
The  ground-squirrel  gayly  chirps  by  his  den, 

And  the  wilding  bee  hums  merrily  by. 


2 jo  Language    Through  Nature 

The  clouds  are  at  play  in  the  azure  space 

And  their  shadows  at  play  on. the  bright-green 
vale, 

And  here  they  stretch  to  the  frolic  chase, 
And  there  they  roll  on  the  easy  gale. 

There's  a  dance  of  leaves  in  that  aspen  bower, 
There's  a  titter  of  winds  in  that  beechen  tree, 

There's  a  smile  on  the  fruit,  and  a  smile  on  the 

flower, 
And  a  laugh  from  the  brook  that  runs  to  the  sea. 

And  look  at  the  broad-faced  sun,  how  he  smiles 
On  the  dewy  earth  that  smiles  in  his  ray, 

On  the  leaping  waters  and  gay  young  isles; 
Ay,  look,  and  he'll  smile  thy  gloom  away. 

—  William  Cull  en  Bryant. 

You  may  copy  and  learn  this  poem. 

Lesson   152 

A  PICTURE  STUDY 

Write  about  this  picture,  telling : 
First,  what  it  is  called. 
Second,  what  you  see  in  the  picture. 
TJiird,  what  season  it  tells  about. 
Fourth,  what  you  like  best  about  the  picture. 
Fifth,  the  name  of  the  artist. 


232  Language    Through  Nature 

Lesson  153 

JEAN   BAPTISTE  CAMILLE  COROT 

MORE  than  a  hundred  years  ago  there  lived  a 
French  boy  whose  name  was  Jean  Baptiste 
Camille  Corot.  This  boy  had  wonderfully  observ- 
ing eyes.  He  saw  the  most  beautiful  pictures  in  the 
soft,  gray  mists  which  rose  from  lake  and  river,  in 
the  gently  swaying  branches  of  the  trees,  and  in  the 
morning  and  evening  skies.  He  longed  to  put  these 
pictures  upon  canvas,  and  begged  his  father  to  allow 
him  to  become  an  artist. 

But  his  father  said,  "Nonsense,  I  will  have  no 
painter  in  my  family.  You  must  go.  to  work." 
And  accordingly  Camille  was  sent  to  a  woolen  mer- 
chant to  learn  to  sell  cloth.  Poor  Camille !  how 
qould  he  sell  cloth  while  he  longed  with  all  his  heart 
to  be  an  artist  ?  He  was  unhappy  and  very  unsuc- 
cessful. At  last  he  was  allowed  to  give  up  the  work 
he  did  so  badly,  and  to  learn  to  paint  pictures.  How 
delighted  Camille  was,  and  how  industrious  !  but  it 
was  long,  long  years  before  he  became  a  great  artist. 
But  all  this  time  he  was  not  discouraged ;  he  plodded 
on,  singing  as  he  worked. 


Literature  and.  Art  233 

When  he  finally  became  famous  he  was  very 
kind  to  poor  young  artists.  They  all  loved  him, 
and  called  him  "Good  Papa  Corot." 

Corot  delighted  to  paint  in  the  early  morning. 
Long  before  sunrise  he  used  to  be  up  and  out  of 
doors.  Dressed  in  an  old  blue  blouse,  a  big  hat  on 
his  head  and  a  great  umbrella  under  his  arm,  he  was 
ready  for  work.  As  he  went  along  the  country  road 
he  laughed  and  sang.  He  talked  to  the  birds,  the 
butterflies,  and  the  trees.  He  called  out,  ' '  Is  it  for 
me  you  are  singing,  little  birds  ?  Well,  this  is  fine." 

Corot  loved  nature,  and  he  loved  to  paint.  His 
pictures  show  us 'lakes  and  woods  and  meadows. 
As  we  look  we  seem  to  see  the  sunshine,  and  to  feel 
the  cool,  sweet  air  of  morning  as  it  gently  stirs  the 
branches  of  the  trees,  and  we  catch  something  of 
the  beauty  that  is  in  "earth  and  sky  and  sea." 

Tell  aboiit  Corofs  life  in  your  own  words. 

Art  is  a  wonderful  expression  through  stone, 
or  canvas,  or  musical  sound,  of  the  deepest  and 
simplest  attributes  of  our  nature. 

—  Ralph  Waldo  Emerson. 

"What  is  the  message  of  Art?  To  teach  men 
the  knowledge  of  Beauty.  What  is  Beauty?  The 
heart  of  God." 


234  Language    Through  Nature 

Lesson   154 
THE   VOICES    OF   NATURE 

A  Myth  of  Finland 

VANEMUINE,  the  god  of  song,  dwelt  on  the 
Hill  of  Taara.  But  he  grew  tired  of  living 
in  Finland  and  of  his  beautiful  hill,  so  he  sent  word 
for  all  things  to  come  to  him  to  receive  the  lan- 
guage they  were  to  speak  before  he  wrent  away  to 
his  palace  in  the  sky.  As  they  gathered  around 
him,  he  opened,  his  lips  and  sang 
so  sweetly,  so  softly,  that  the  mur- 
mur of  his  harp  strings  seemed 
almost  harsh  as  compared  with  the 
music  of  his  rich  voice. 

The  wandering  winds  who  lis- 
Finnish  harp  tened  afar  off  caught  and  remem- 
bered only  the  loudest  tones.  The  sacred  stream 
that  flows  so  softly  around  the  Hill  of  Taara 
chose  for  its  language  the  rustling  of  the  silken 
garments  which  moved  upon  his  shoulders  as  he 
played. 

The  listening  trees  of  the  forest  heard  the  rush- 
ing of  his  flowing  mantle  as  he  descended  from  his 


Literature  and  Art  235 

throne  on  the  crest  of  the  hill ;  and  ever  since,  this 
has  been  the  language  of  the  tree-tops.  If  one  will 
sit  on  the  mossy  bank  of  a  little  brook  near  by  a 
full-leaved  forest,  he  ma}^  even  now  fancy  that 
Vanemuine  is  come  again  to  earth. 

Some  of  the  larger  creatures  took  up  the  deeper 
tones  of  the  heavy  harp  strings,  and  their  language 
is  now  full  of  these  sounds.  Others  loved  the  mel- 
ody of  the  lighter  strings,  and  fhis  softer  music  is 
ever  in  their  voices. 

In  his  great  joy  Vanemuine  sang  songs  never 
before  heard  on  the  earth,  and  the  listening  night- 
ingale caught  their  meaning,  never  to  forget. 
When  you  hear  the  nightingale  pour  out  its  song 
in  the  dusk  of  evening  hours,  you  hear  an  echo  of 
the  song  the  nightingale  heard  upon  the  Hill  of 
Taara. 

Vanemuine  sang  of  love  and  of  the  beautiful 
springtime.  The  happy  lark  heard  and  understood, 
and  the  sweetest  tones  of  the  song  she  sings  over 
and  over  with  each  returning  morning.  As  she 
soars  higher  and  higher  into  the  clear  air,  she  sings 
her  song,  trying  to  tell  the  whole  world  of  the  love 
and  beauty  of  which  she  heard  so  long  ago.  1 

While  everything  else  was  being  made  so  happy, 


2j6  Language    Through  Nature 

the  poor  fishes  were  having  a  sad  time.  They 
could  not  leave  the  water  to  go  to  the  Hill  of 
Taara,  but  they  stretched  their  heads  out  of  the 
brooks  and  rivers  to  their  very  eyes,  yet  kept  their 
ears  under.  So  they  saw  Vanemuine,  the  song-god, 
move  his  lips,  but  heard  nothing,  and  they  did 
as  he  did  and  made  no  sound.  To  this  day  the 
poor,  dumb  fishes  move  their  lips,  but  speak  no 
language. 

Only  the  men  and  women  who  stood  close 
around  the  Hill  of  Taara  understood  everything 
that  was  sung.  That  is  why  human  voices  more 
than  any  others  can  thrill  us  and  make  us  see  the 
beautiful  and  true. 

Vanemuine  sang  of  the  glory  of  heaven  and  of 
the  beauty  of  earth.  He  sang  of  the  flowing  waters 
and  of  the  rustling  leaves.  He  sang  of  the  joys 
and  the  sorrows  that  come  to  all  people,  to  children 
and  parents,  to  the  rich  and  to  the  poor.  If  we 
listen  to  the  songs  sung  to-day,  with  open  ears  and 
expectant  hearts,  we  may  hear  all  that  Vanemuine 
sang  so  long  ago  upon  the  Hill  of  Taara. 

WhenVanemuine's  songs  had  been  heard  by  all 
the  world,  he  rose  on  the  wings  of  the  winds  and 
went  far  into  cloudland  to  his  golden  palace  in  the 


Literature  and  Art 


237 


sky.  There  he  still  sings  his  wonderful  songs  for 
those  who  are  greater  than  mankind. 

To  this  very  day  the  people  of  Finland  think 
they  can  sometimes  hear  Vanemuine's  voice  when 
the  forest  trees  sigh  in  the  wind,  or  the  water  in  the 
river  softly  laps  against  its  rocky  shore. 

Perhaps — who  knows? — we  may  hear  him,  too, 
if  we  listen  well ! 

—  From  "  Classic  Myths"  by  Mary  Catherine  Judd. 


f&ve&t 


in  the  n>in&,  the  nmtet? 


in  the  vivev 


lap®  against  it® 


Language   Through  Nature 


A  PRONOUNCING  INDEX 

The  diacritical  markings  in  this  list  agree  with  the  latest  edition 
of  Webster's  International  Dictionary. 


adobe  (a  do'  b&) 
Alkan-iLevy 

(SI  ka"n'-le  vy) 
Arachne  (a  rak'  ne) 
artificial(artifTsh'al) 
Athena  (a  the'  na) 
Aurora  (aw  ro"  ra) 
be  g?.elle' 
bevies  (beV  Iz) 
Bjornson,  Bjornst- 
jerne  Martinius 
(byfirn'  son,     bygrn'- 
sheYng  mar  tin 'ids) 
Bologna  (bo  Ion 'y a) 
Bonheur,  Rosa 

(bo  uur') 

Boughton  (bo'  ton) 
brawny  (bran'  y) 
Brnzzi  (brii'tst) 
Buonarroti,  Mich- 
ael Aiigelo 

(boo  V  nar  rot'  ee, 
ml'  ka  el  an'  ja  lo) 
Carrara  (kar  rii'Va) 
chanticleer 

(ch&n'  tl  kler') 
Cheeinauii  (che"  man) 
Cherbourg-  (sheY  burg) 
Corot,  Jean    Bap- 
tiste  Caiiiille 
(ko  ro',  zhon  ba  test) 
Dagnan-Bouveret, 
Pascal  Adolphe 
(dan'  yoN'-boo'  v6h  ra', 
pas'  kalx  a  dalf ) 


Daubigny,  Charles 

Fraiicois(dobenyr, 
sharlz  fron'  swii') 

eclipse  (e  klips') 
excavated 

(6ksr  ka  va'  t6d) 
Geezis  (ge'  zTz) 
gentian  (J6n'  shan) 
Oitche  Gruinee 

(git  che  gu'  me) 
harpsichord 

(harp  si  kord) 
Hiawatha 

(he  a  wa'  tha) 
Hyacinth  (hi'  a  si  nth) 
Ja'  nus 
Ka'  be  yuii 
Ka  bib  o  iiok'  ka 
luscious  (lush'  us) 
Matterhorn 

(mat'  ter  h6rn) 
Mauve,  Anton 

(mov,  an'  toNr) 
me  mo'  rl  am 
Mi'  das 

Millet,  Jean  Fran- 
cois   (me  ya',     zhon 
fron'  swa') 
Mm  ne  ha' ha 
Mish'e-Mow'ka 
Mon  da'  mill 
Mudjekeewis 

(mud  je  ke'  wts) 


a 

as  in  ale 

e 

as  in  her 

a 

as  m  preface 

I 

-    as  in  ice 

a 

as  in  add 

i 

as  in  i-de'a 

a 

-    as  in  ask 

i 

-    as  in  ill 

Ji 

-    as  in  far 

0 

-    as  in  old 

a 

as  in  all 

6 

-    as  in  odd 

r- 

as  in  eve 

6 

as  in  lord 

e 

-    as  in  e-vent' 

u 

•    as  in  use 

0 

-    as  in  end 

u 

-     as  in  us 

Nar  els'  sus 
Navajo  (na  vii  ho) 
No  ko'  mis 
Norwegian 

(nor  we  jT   an 
Olympus  (o  lim'  pus) 
ooz'  ing 

Opechee  (o  pe'  chee) 
Owaissa  (o  wa/s  sa) 

poising  (poiz'  ing) 

Reni,  Guido 

(ra  ue,  gwe'  do) 
rhythmic  (rlth  mik) 

Sell 'la 
sedges  (s6j'  6z) 
Shaw  <w)ii  da'  see 
Shelley,  Percy 

Bysshe  (shel  i,  bish) 
Sis' tine 
Sveiid'  sen,  Sveiid 

Taara(ta'  ra) 
Taquameiiaw 

(til'  kwa  me'  na) 
treach'  er  ous 
Troy  on,  Constant 

(trwii'  yrtx') 
Va  nem'  u  iiie  (en) 
va'  ri  e  ga  ted 
Vulcan  (vul'  kSn) 
Wa  bas'  so 
\Va'  bun 
Zogel  (zer'  gel) 

u  -  as  in  rude 
5*  as  in  pit'5r 
oo  -  as  in  soon 

N  represents  the  French 
nasal  sound  as  in  en- 
semble (ax'  siix'  b'l). 
Silent  letters  are 
italicized. 


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